World: r4wp

My Ph.D. gives me a seat at the table in education conversations, 
so there are possibilities....

You are too smart for the system.

Thanks for taking this up NickA, james_nak, BrianH.  Teacher tools 
in a Classroom Suite.  I have a friend in high places.  I'll pitch 
it and see what he says.

That's important Scot.  I'll trump that, though, if I can get investors 
to dump some cash ;)

Unless the guys at your table have more :)

And Brian, my context is for you is creating for the educators and 
not being "one of them."

..Because then, yes, you need the piece of paper.

I think we'll need both NickA.  Assessment is the key to education. 
 That is an important part of my work.  I'm thinking that the learning 
environment might actually provide the perfect place to develop the 
analytic assessment tools that will emerge from my dissertation.

Well, I'm very glad you're here Scot.

We need more gray matter to help REBOL succeed.

So this discussion is allowing me to synthesize some ideas that might 
be workable.  Perhaps a symbiotic sort of relationship like Stanford 
and Xeorox park for educational technology.  I'm up for a faculty 
spot in So Cal.  Fingers crossed.

And more passionate involvement

Scot, it is ironic because just today I was observing an elementary 
school lab and assessment and true validation was the subject.

Yup. We don't have a clue, to be honest. We talk about learning environments 
but we dont' really know what they are and how they work very well. 
Still stuck in reductionist thinking.

Sociocultural thinking sounds good and makes people feel better about 
the learning experience, but we don't know how to measure it.

The software couldn't really tell if the students were really learning 
anything. (Because they could fool it).

Bottomline, better teachers, who use assessment a tool to support 
learning = good education.

Yep, we call it gaming the test.

They are learning how the test works.  Kids are great a learning.

Kids alway learn.  What they are learning is really the question.

Yes and these were elementary 1st grade Sped kids!

Cool.  I love students.  They are smarter about what is really going 
on in the classroom than most adults.  We believe what we think we 
see rather than taking the time to really see what is there.

Maybe there's something to that... An app that wants kids to figure 
out how to beat it. :-)

If you want to know what is going on in a classroom, ask the students. 
 If you want to know what is really going on for a student, ask the 
teacher.  If the teacher doesn't know, get a different teacher.

Oh, and Brian and Nick, what I was looking at was all subscription-based....$$$

Learning is automatic for humans. We are learning machines.

I need a lot of oil these days. Scot, I am glad to see that you're 
still ticking and doing well.

Subscriptions work only at the district level.  That is a long difficult 
sales cycle and you need to get a 5 year commitment.  Sales of a 
product works at the classroom and school site level.

Scot, I've been teaching professionally for 27 years, and my understanding 
has always been based on the idea of building habit.

Very close to my thinking after 30 years.

I also need the habit of playing lead like you Nick. :-)

Well - and maintaining interest - that's just as important.

Thanks James  :)

And I'd like to be able to write code like some of the guys here.

Me thinks that many of these guys are in the stratosphere when it 
comes to programming.

I am a learning scientist (and really always have been) so my interest 
in from the perpective of the learner and the community of learners. 
 This has put me at odds with administrators and teachers at times.

Scot, are you a boat rocker?

So for me learning is "relating" in a particular way to an idea. 
 Much like the habits you mention.  Part of that relationship is 
how much it matters fo the learner to be engaged.

Not just relating to ideas, but people, systems, environment, etc.

I think that ties into "maintaining interest"

Absolutely.

I think that anyone who teaches full time for decades will make all 
the same discoveries, even if we describe them differently.

I think we carry "ways of relating" with us into various contexts 
and situations.  Taking interest is a way of relating.

let's move to chit chat

Good teachers do, but in very individualistic sorts of ways.  I'm 
always struck by how different great teachers are.

to chit chat...

Um...a bit of unexpected behavior here on the Linux ARM version of 
R3:

>> 6.63 / 59
== 0.

>> 6.63 / 59.0
== 4.

Neither are correct.

Bo, I guess you are missing the dtoa.c pull-request from Ladislav 
in your ARM codebase. I bet that will help you.

I'm using the ARM build from rebolsource.net.

(check the official Carl's R3 github repo, It's in the pull-request 
queue)