Allow me to push back a bit here. While the "canned responses" could, in some environments, build fences around student creativity and expression, it does not have to. From my limited play in the Ponder sandbox, I noticed that students could click on the canned responses OR offer their own annotation just like with Hypothes.is (though I am not sure if the annotation is limited to text). Also, I perceive the canned responses as allowing for scaffolding for younger readers and second language learners.

This is such a powerful point. I have a degree from a prestigious university on my CV and it serves me well as a networking device: it raises eyebrows, has gotten me interviews and occasionally impressed others.

While the author leans on this point seemingly to the detriment of Badges/Credentials, I see this key factor in inequity as being precisely why we DO need Badges and Credentials as they can serve to communicate to colleges and employers that earners deserve their consideration (even if they didn't attend a prestigious college). For example, the free language learning app Duolingo is planning to offer English proficiency exams with the hope that they will be able to provide for a fraction of the current cost a trusted and validated credential that college applicants from outside of the United States can use when applying to U.S. colleges.

For the lip service we pay to "college and/or career ready," this stat should give us pause, especially when informing students and parents about their educational options.

One contrarian question I do have to this data point: is part of the low numbers due to lack of skilled applicants? In applied manufacturing, for example, we hear about a surplus of jobs and a shortage of skilled labor so I wonder whether the 99% of jobs going to those with college education is at least a bit misleading on that account.

This is a really profound question and has me doing a lot of thinking. Even more so because I thought this line would be an entry point to discussing the positive potential impacts of Credentials, not a jumping off point to a stance that is far more critical of Credentials.

Interesting! I normally think of literacy as more of an act of consumption and now she is challenging my thinking to expand to include documenting (and curating?!?!) as anessential element of literacy.

Another great resource for ss to actually own the VR content creation is Aurasma

Duolingo is cool on so many levels. After watching the founder's TED Talk, you'll start to see why!

Matt is spot on here that this approach to learning can be powerful in both physical and digital learning spaces.

There is such a huge opportunity for us to help learners shift their thinking of this structure from "free time" to "self-directed" or "inquiry time"...the freedom is not in the time but in the permission learners have to shape the learning.

A player must be retired for at least 5 years before becoming eligible to be voted into the Hall of Fame.

He's not just called Papi (a popular and common expression in his native Dominican Republic), but Big Papi for a reason: He's a big man.

Amazing that apps were not a feature promoted in the first announcement about the iPhone.

I appreciate the way that Ben is transparent about this being the tip of the iceberg.

Grant's points here are great and his reputation in this space is well-regarded. It should be noted that there is also evidence from Gallop indicating that when people believe their supervisor focuses on their strengths, it can almost eliminate active disengagement in the workplace.

Couldn't agree more. That student John mentioned at the TEDx event didn't see himself in the makerspace because our narrow definition wasn't including the Theater (scripting, stage crafting, prop mastering, etc) under the makerspace umbrella.

Learning and achieving need not be limited to the artificial confines of walls and bell schedules. As John points out, this understanding is a more essential resource than any shiny equipment.