LAUSD Ditches Pearson and Apple

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Originally posted on Diane Ravitch's blog:

John Deasy’s ill-fated commitment to buy an iPad for every student and staff member (he called the program a civil rights issue) loaded with Pearson software for $1.3 billion is finished.

The district is canceling the program and demanding a multi-million dollar refund.

“Los Angeles Unified told Apple Inc. this week that it will not spend another dollar on the Pearson software installed on its iPads and is seeking a multimillion-dollar refund from the technology giant.

“If an agreement cannot be reached, the nation’s second-largest school district could take Apple to court.

“While Apple and Pearson promised a state-of-the-art technological solution for ITI implementation, they have yet to deliver it,” David Holmquist, the school district’s attorney, wrote in a letter to Apple’s general counsel. The ITI, or Instructional Technology Initiative, is the district’s name for its iPad program.

“Holmquist said the district is “extremely dissatisfied” with the work of…

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Is your brainstorming costing you money?

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Originally posted on Bite sized brains:

Problem-solving and brainstorming in a rut? Problem-solving and brainstorming in a rut?

When thinking gets stuck

I’m sure you’ve seen it.

You know, when the team is called together around the table to brainstorm. You’re all supposed to suggest brilliantly clever ideas in enormous quantities without necessarily judging or condemning any other ideas

Except it doesn’t really work that well. Does it?

Usually, the classic brainstorm becomes a shoutfest where the earliest, loudest voices get the most airtime and grab the most attention, and subsequent ideas become variations on the already established themes.

By and large, if this is your experience of brainstorming, you’ll appreciate it doesn’t work. You’ll also see how, once we have a concept in mind, we can easily get fixed on it.

Like candles and pliers.

A cognitive problem

Duncker's (1945) candle problem Duncker’s (1945) candle problem

Here’s a puzzle. If you have a candle, some matches and a box of thumbtacks, how would you attach…

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Making Good Decisions – Cognitive Biases and Logical Fallacies

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Originally posted on The I Am Group's Blog:

By Tony Koutsoumbos, Fundraising Specialist for the I Am GroupThinking,_Fast_and_Slow

Last night I delivered a talk on the impact of cognitive biases on decision making and the logical fallacies that turn faulty assumptions into false conclusions. Below is a summary of the key points and – more importantly – a list of the most common biases and fallacies.

In a nutshell:

The ability to think quickly is a prized asset in a demanding job, yet it can lead to bad decisions by embedding flawed assumptions in our system of thinking. However, by scrutinising the link between these assumptions and the conclusions they lead us to, we can prevent this from happening.

Fast Thinking v Slow Thinking:

In his 2011 book, Thinking Fast and Slow, Nobel Prize winning psychologist Daniel Kahneman argues that humans have two different systems of thinking: the intuitive system and the logical system. The intuitive system is fast and…

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57 – Some types of thinking observed in local government.

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Originally posted on Local Government Utopia:

Posted by Whistler                                                                          580 words

ant on leaf

Image from http://caracaschronicles.com

Convenient thinking. I think this is a preferred way of thinking for many people. It is the easiest. What is the quickest way to deal with this matter? Is there someone else who should be doing it? What is likely to have the least impact on me? Once you start asking these questions, you are well on the way to some convenient thinking. It is most problematic when senior management regularly engage in convenient thinking.

Consequential thinking. This is related to convenient thinking but is more focussed on the possible outcomes from doing something. What could go wrong? Who could be upset? Will it move my career forward? The high level of risk awareness in local government encourages consequential thinking. It isn’t necessarily a problem unless you identify so many possible consequences that it becomes a…

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Metacognition: awareness of what one does and doesn’t know – improve the quality of teaching in adult education

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Originally posted on Improving Vocational Education and Training:

Guided reading

Authors: The Teaching Excellence in Adult Literacy (TEAL)  Center staff, Reviewed by: David Scanlon, Boston College,  https://teal.ed.gov/tealguide/metacognitive

About the TEAL Center: The Teaching Excellence in Adult Literacy (TEAL) Center is a project of the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), designed to improve the quality of teaching in adult education in the content areas.

meta       learning

What Is Metacognition?

Metacognition refers to awareness of one’s own knowledge—what one does and doesn’t know—and one’s ability to understand, control, and manipulate one’s cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach…

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