What Homework and Adaptive Platforms Are (and Aren’t) Good For

Michael Feldstein, Neuropsychiatric Disease and Treatment, May 16, 2016
Commentary by Stephen Downes
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This is a follow-up to Michael Caulfield's post on e-Literate earlier this week and looks at the subject of personalized learning in a lot more depth. "Mike’s stories show truly significant learning of the kind that changes students perspectives and, if we’re lucky, their lives. It is not just personalized but deeply personal. He was able to reach his daughters because he understood them as humans." Robots aren't going to take on this role any time in the near future, writes Feldstein. But they can play a positive supporting role, and that's the model Feldstein considers. By helping students achieve a level of proficiency at the 'what' question, they allow the teachers to focus on the sort of 'why' question that really engages students. But this homework cannot become an end in itself, and it has to clearly connect the 'what' with the 'why'. 

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