There is a long, rough road ahead. Without radical change, the way food, shelter, medical care and education are produced and distributed will be more unfair and more devastating than before. It seems likely that conservatives will argue for brutal austerity and libertarian abandonment of the most desperate, while the rest of us are going to have to argue for some form of post-capitalism that decouples meeting basic needs from wage labour – perhaps the kind of basic income that Spain is planning to introduce.
The devastating economic effect of the pandemic will make innovation essential, whether it is rethinking higher education or food distribution, or how to fund news media. The Green New Deal offers a model for how to move forward on jobs and leave fossil fuels behind as that sector founders and climate catastrophe looms. Protests in many fields – including nurses demanding PPE, and warehouse, delivery and food-service workers protesting against exploitative or unsafe working conditions – suggests that workers’ organisations may be gaining strength.
Sometimes our desire to change education is beyond our means. Whether it be because we are not a part of leadership, there are no funds to support such a change, it does not fit within the school’s annual implementation plan, the list goes on. The challenge for us in this situation is often how we actually respond, just as much as what our eventual response is. Instead of baulking at the challenge, one answer is to break the problem down into its parts. In doing so, it is important to look at what it is that is trying to be evolved and consider whether there is anything that we can do to get one step closer towards our ideal.
Breaking down barriers to knowledge flow should be of prime importance for anyone in a leadership position. Leadership is helping make the network smarter. Networks in which knowledge is more visible and flows faster are able to learn faster and better. The example of this epidemic should hit executives in the gut and get them to seriously reexamine every single control mechanism that stifles the flow of knowledge or fails to foster trust among workers.
After years of sharing their working lives, duos sometimes develop a private language, the way twins do. They imitate each other’s clothing and habits. A sense of humor osmoses from one to the other. Apportioning credit between them becomes impossible. But partnerships of this intensity are unusual in software development. Although developers sometimes talk about “pair programming”—two programmers sharing a single computer, one “driving” and the other “navigating”—they usually conceive of such partnerships in terms of redundancy, as though the pair were co-pilots on the same flight. Jeff and Sanjay, by contrast, sometimes seem to be two halves of a single mind. Some of their best-known papers have as many as a dozen co-authors. Still, Bill Coughran, one of their managers, recalled, “They were so prolific and so effective working as a pair that we often built teams around them.”source
The Unito Power-Up operates under the assumption that no Trello board should be an island. Collaboration works better when it crosses the boundaries of boards, and even tools. That’s why Unito is a great way to sync (connect) information between Trello boards, letting your cards exist in more than one place at the same time.
Originally published on Read Write Collect
A student run newspaper is one type of blog that can offer many advantages for students. This post showcases an impressive newspaper run by the students at Zurich International School in Switzerland (ZIS).
As teachers are asked to increasingly use data, be aware of research, collaborate, and engage in ongoing professional learning, workload remains an issue. Collaboration and professional learning take time. Professional learning, in particular, often happens in teachers’ own time, and using their own funds. Time and resourcing are important considerations influencing to what extent teachers are able to collaborate and participate in effective professional learning.
Collaboration is a great term, but I actually prefer the word partnering. Collaboration sounds like working with others while partnering sounds like a long-term investment in a relationship that is mutually beneficial to all.
I think the best connections or collaborations are when you don’t assume anything and there’s no projection and there’s no pressure and people are not forced up against the wall and like, “This is what we’re doing.” The few moments where we’ve found each other in that sort of situation, something was not right. I think where collaboration works best is when you drop all that and you just really start from scratch and you really try to make something that’s different than what you’ve done before, and you try to find a coordinate, which you wouldn’t have found on your own or with somebody different. That’s when it’s fertile.
Cooperation and collaboration are natural processes. Such skills are useful when the creative process benefits from interdependence. The best collaboration mirrors democracy when individual talents, knowledge, or experiences are contributed to produce something larger than the sum of its parts.
Work with your friends. Work with people you trust. Work with people who have different skills or expertise. If that doesn’t produce the result you desire, you will find others to collaborate with. That is how you learn to collaborate. You may teach it, but the students will not stay taught.
Honestly, I could not care less about whom my students (kids or adults) choose to work with. The only reason to assign group size is scarcity of materials (we have to share). Even in those largely avoidable scenarios, it hardly matters if group size varies a bit. The main consideration is inactivity by some members when a group is too large.
Collaboration is both selfish and selfless. You give of yourself by sharing your talent and expertise, but the collaboration should benefit you as well.Source
This is a useful provocation in thinking about technology and 21st century learning.