by Vincent Kovar

Set the Tone through Modeling, Not Lecture.
Over much of history, education was conducted in a traditional “lecture” format largely due to the cost of books and the centralization of information in the instructor. Even today, shifting to a non-centralized, online format can seem foreign both to students and teacher. However, a solid structure of communication practices can turn this situation around and leverage the open format for a stronger learning experience.

It’s important to set the tone right out of the gate. Rather than assuming students will automatically read the course syllabus and/or trying to “push” the information flow, include a required syllabus scavenger-hunt in the very first communication. Also:

- Include precise questions about what assignments are due when.

- Ask them to locate the class discussion forum and detail the expectations for student participation.

- Include questions about the composition of the class itself. (For instance, you might ask them to list the cities where all the participants live, the gender percentages or what’s the most popular major in the class.)

Too often the participation model is introduced through lecture. Not only is a scavenger-hunt a fun icebreaker, but it models the style of the conversation right out of the gate.

Support, Don’t Supplant, Technical Support.
Always include a scavenger-hunt item that requires the class to identify at least one technical support resource. At most colleges there is a combination of live-chat help, email help and a toll-free number. Are there specific hours/days that the help-desk is open? What happens if the help desk is not available or not responding as quickly as the student hopes?

Require the class to create an email-tree or back-up method of posting or sending in homework assignments. Do not make yourself the technical support for the class nor make yourself the point of first contact for breakdowns in inter-student communication. While most students in the online environment are self-motivated and individually driven, you may encounter the occasional “my dog ate my homework” student. In online-student parlance, this often takes the form of “the file won’t upload” or “I emailed that to you last week.”

Allowing any form of these excuses inhibits the spirit of self-discipline that is essential to a successful distance-learning course. Problems in this arena shouldn’t be viewed as laziness or malice on the part of the students (a mind-set which is counter-productive) but rather as a sneaky virus that threatens to infect a class of well-intentioned learners.

Consider including a tech-forum where students can post the solutions to common problems. This strengthens the sense of community and provides yet another opportunity for students to share their knowledge –not only with each other but with you.

Model Personal Accountability.
Keep lines of communication flowing both directions. Instructors can find themselves locked into a simple cycle of posting assignments and sending feedback without any of the benchmarks and assurances that are expected of the students. When you receive assignments, acknowledge receipt with a quick email. This cuts down on the “but I emailed it to you” or similar excuses described above and provides an opening for students to initiate conversation with you.

After each assignment, post the grades anonymously so that students can put their own performance in context. Also post the percentage of class-members who sent it in on time (don’t mention specific students by name if they did not). This creates positive peer-pressure that helps induce a sense of team-work but also gives you as the instructor an early warning if something is wrong with the class community. For instance, I once had a class in which only 40% of the students got the paper in on time. I immediately put the regular agenda for the week on hold. It turns out that a fundamental concept was unclear to the majority of the class and, frustrated, a lot of them just checked out—they had never finished the assignment.

Without the regular, personal contact of an on-ground class, a missed concept can snowball into a class-wide collapse. Ideally, we should be able to spot a common question in the discussion forums but from time to time a problem can appear and blossom into a crisis in a very short time.

To ensure the success of the online model, instructors need to place an almost equal emphasis on communication structure as they do on content. Without timely intervention in the situation described above, the class could suddenly experience an overwhelming number of drops, lessen your standing as an online instructor and ultimately hurt the enrollment numbers of the school.

Posted in Education at large, Listen to Teacher, Online Education | No Comments »

by Jarrett

Two weeks ago, I began this 3 part series on ranking my MBA on-demand experience compared to an on-campus MBA program.  I’m comparing the programs based on the 3 E’s of career development.  The 3E’s are:

- Education - what you know

- Exposure - who you know or who knows of you, and

- Experience - applying what you know.

I’ve already covered Education and Exposure in previous posts.

It never ceases to amaze me that companies trying to recruit talent always want someone fresh out of school already having years of experience. What!?!  You mean you demand all this back-breaking and no-life studying and all this high-tuition paying, but then, after all that, you still think I don’t know how to swim on my own?  Apparently so.

The average person usually goes to get their MBA between 2 and 5 years after completing their undergraduate studies.  However, it seems that most jobs which would be attractive to MBA graduates are seeking 5-10 years experience.  It doesn’t take a PhD in mathematics to realize that the only way to get there is to continually add to your experience while you are enrolled in your MBA program.

So, what is Experience? I am assuming that serving hotdogs at the county fair probably doesn’t impress the CFO you are trying to get a job offer from (unless you can show how it really relates to the job you are applying, i.e. the Oscar Meyer finance department.)

It’s my experience that there are a bunch of ways you can add to your Experience while still going to graduate school.

Just for example: my studies at Thunderbird have required me to take courses on 3 different continents with an optional 4th.  I could walk into a job interview that was looking for a candidate to do business in Santiago, Chile and say that I have encountered influential people from there (such as the president of the central bank of Chile), and I’d be able to recommend a good place to eat in the financial district.  This would show my employer that I was already familiar with the country and could easily start working there immediately.

Comparing the experience I am receiving through the on-demand courses versus the on-campus program, I would definitely say that I am getting far more experience than with the on-campus program.  I should note, though, that this largely stems from the way I’ve made sure that whatever I’m involved with relates directly to my career goals.

For example, it is far easier as an on-campus student with no full-time job to be able to take opportunities of internships whether paid or unpaid than someone like me who would risk foregoing his salary or quitting his job to take advantage.  Internships can offer good connections and varied experience, but one shouldn’t think they are only for on-campus students—there may even be a possibility of getting your current employer to grant a leave of absence so you can participate in an internship.

Now, back to the original question: If I could do it all over again, what would I change? After comparing the on-demand program to the on-campus program by looking at the 3E’s of career development, I would have to say that I made the right choice by attending the on-demand program.  The only thing I’d change would be to graduate when the economy and job market were much better—but of course I can’t change that any more than I can change the time the sun comes up. All in all, I feel great about it.

Posted in My MBA Experience | No Comments »

Do they still count as secret if there’s an article about them? No, but they were never truly secrets to begin with—they’re guidelines. Winners of multiple scholarships get through the application process using very similar methods. Let’s look at five, all of them closely related.

1. Apply Early. You may have a greater chance at having your essay thoughtfully reviewed if you get a head start on the competition, and the reviewer doesn’t yet have a huge stack of applications to deal with.

Also pay attention to deadlines: make a record of when the scholarships that interest you are due, and start early. Now, it’s possible that right now you’re looking at the deadlines for specific scholarships and thinking, These due dates are coming up soon. This rule doesn’t apply to me. But yes it does. Perhaps not at this very moment. However, if you’re going to have success at this, you have to

2. Be Persistent. To win numerous scholarships, you’ll need to apply regularly. Remember, winning funds to get you started in school is just the first part of the goal; the second part is to get the funds to keep you there until you graduate.

3. Apply for multiple scholarships. We’ve been talking in the plural—scholarships—already, but this bears mention in more detail. The fact of the matter for almost everyone is that the hardest part of the scholarship process is getting started: you have to do research to get even a rough idea of what’s out there. And that can be intimidating.

Don’t let it be. If you’re already enrolled as a student or have been accepted, your school will have dedicated student advisors. They can ask you some questions and get you matched up with different scholarships on offer. If you’re not currently enrolled in a specific college,

4. Apply to a few schools and degree programs. Then, while you’re waiting to find out what college you’ll attend, work the funding angle. Type “scholarships” into a search engine: the first several nonpaid results will be free online services that match you up with scholarship offers based on your specific goals. Get deadline information and applications for all those that interest you.

5. Stay Positive. Our focus so far has been on the approach to the application process, and not the content of your specific applications. For that, there are many different sets of guidelines available on the web, so let’s focus on the broadest, most important one: stay positive.

If that sounds a little grade-schoolish, well, it is, almost—it’s grade-school-teacherish. Just as the best school teachers keep students constantly involved in positive ways, a successful scholarship essay is compelling because it focuses positively on what you’re excited to learn, and how you’re excited to apply that learning in the professional world. And hey, wouldn’t you be excited for those things, if you had just won scholarships to pay for college? Write as though you already have.

Posted in Online Education, Scholarships | No Comments »

by Judy

For the past few days, every time I log into my class, a window pops up inviting me to take an end of course survey. I have been clicking on “remind me later” for the most part, but finally I just did so it would stop annoying me. It asked me to rate the class on a scale of 1-5 (1 is worst, 5 is best) for different categories regarding the class.

How helpful was the course material? 4.

How qualified was the instructor? 4.

Etc, etc. After each set of questions regarding a particular category there was a box for me to write comments in. And guess what? Simply from the act of writing them out, I learned a couple things.

My instructor. I feel like I learned more from discussing the course materials with my classmates than I did from my instructor. That is not to say I did not learn a lot from this class; I had pretty much no knowledge of grant writing five weeks ago, and now I have a thorough understanding of all of a successful grant’s components. I feel that at the end of the class I will be able to write a viable grant on my own. What’s more, I will have my group project, for which I am the editor, among other roles, to prove that I can write a grant. Speaking of…

Group work. It’s not that I don’t like group work. However, I feel that it would not have been too much to ask of us to do the group work on our own (and then I could show my project as something I did all by myself). Part of that is undoubtedly personal preference, and the way I know I like to work. The way our project was set up, we did many of the parts collaboratively each week, and will combine them with some new material to make one whole grant. There are five people on each “learning team”. Trying to divvy up many of these weekly components among five people was difficult. I think if part of the goal of the class was to gain skills in group work, then group work should be a part of the class. However, I would have preferred if the class had been divided into more, smaller groups, say three people.

I felt really good after filling out the survey. How many terrible teachers have I had in my life? More than a couple, I can assure you. One professor I had in college in particular I did not like, so much so that I considered going to the head of the department, but he was the head of the department. So that was not an option. A few departments in my college did use a survey, which the professors were not allowed to read until after they had turned in their students’ grades, but I have no idea how effective those surveys were. So the fact that the University of Phoenix cares enough to actively ask me my detailed thoughts on this course makes me feel pretty good.

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[click to enlarge]

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by Judy

“Twenty Years of Schoolin’/ and they put you on the day shift” - Bob Dylan

Last night I sat down to do one of my favorite things: pay bills. If you can’t tell, that was supposed to be sarcastic. Nevertheless, it’s that time of month; paying can’t be avoided, at least not without late charges and my electricity being turned off. As I sorted through my pile of mail (I tend to lob most mail into one pile to be sorted through at this time) I came across one extra bill to be paid.

Now, technically it was a donation, but hey, I mean, I’m still writing out a check, right? I am a (literally) card-carrying member of Phi Beta Kappa, which is the oldest liberal arts honors society in the U.S. It was founded at William & Mary College in Virginia back during the good ol’ days of the Revolutionary War. Phi Beta Kappa only takes the top few percent of any graduating class, plus students need a recommendation to get in. Needless to say I am especially proud of my Phi Beta Kappa honor, and it looks fantastic on my resume. So I paid the $39 for my yearly dues (the minimum one can pay to still be a member—last year I believe I paid $75 to get a free subscription to PBK’s quarterly journal, but since I’d just paid my mortgage bill, I went with the minimum this time around).

However! That being said…

I have issues with Phi Beta Kappa’s cover letter.

Did you know that only 6% of colleges award the majority of their undergraduate degrees to Liberal Arts majors?

Why, yes, PBK cover letter, actually I did know that! Because you said the exact same thing last year. And last year, I couldn’t help but wonder the same thing that I wonder this year: maybe that low percentage is a good thing.

Let me interject here that I am very happy with my college education. I went to Western Michigan University in Kalamazoo, MI (yes: there really is a Kalamazoo) where I double-majored in English (creative writing emphasis) and Comparative Religion and I minored Anthropology. This is what I like to think of as my Triad of Useless Information. I loved every minute of my education and I think that it really made me who I am.

But…

I was in no way prepared to do anything in the *real* world except go to more school (this was the recommendation of most of my professors, perhaps because it’s what they all did). If I could, I probably would go to school for the rest of my life.

(And the reason I haven’t? Take my college roommate for example, who earned her MFA in creative writing, which enabled her to get a part-time teaching job at a community college making 22K a year. When she moved across the state, she started working in Human Resources at a medical company, where last week she got laid off).

I kick myself every time I look at posts on careerbuilder.com for not at least minoring in advertising, as this would have been, I believe, a tremendous help in getting a job in copy writing. For myself, growing into a whole person, liberal arts was the way to go. I still haven’t given up on my dream of being a writer. It’s just that Liberal Arts does not directly prepare students for a career track to take out of college.

What I have liked so much about my online class is that my peers are working adults. Some of them have actually written grants; many of them work in the Human Services industry. My professor is someone who has extensive experience writing grants.

I wonder: if art-focused college majors required more classes that mirrored work in the real world, would more college graduates have an easier time translating their college degrees into real world skills?

While PBK looks great on my resume, I’m still working a job that requires no college education. And with the economy spiraling downwards day by day, fewer companies are willing to train new hires. Now, my degrees do come in handy at the hospital where I work—when medical residents are rude to me, I like to mentally put my credentials as a kind of armor like Mr T’s chains: I graduated Magna Cum Laude, Phi Beta Kappa. And I know how to work this fax machine, which you don’t. Petty? Definitely. But it helps deflect the mean words that mean people spit at you like bullets.

Unfortunately, that’s the only real aid my degrees are to me at this point—they haven’t landed me a career. But the online grant writing class I’m taking now is about translating very Liberal Artsy writing and thinking skills into job-ready skills, so that’s hopeful.

Posted in My Life as an Online Student | 1 Comment »

by Kate

Tadpoles. When do we take our first breath? At birth. [NOTE: "we" here = human, non-mermaid princesses] Obviously that breath of air is a surprising first. But long before that precious day we are inhaling-exhaling fluid to our very heartbeat. Drawing it as deep as we can into tiny lungs like little fish, small ocean dwellers who realize nothing at all about the size of their universe. All is well.

Receiving no further instructions, we are thrust out of our perfect pond. Quite against our will we are forced to take our first breath of air.

Better Physical Health. Deep and controlled breathing is one of the cornerstones of meditation. The physical benefits of meditating are enormous. There is quite a lot of scientific evidence (and it is growing) to solidly support these claims.

- lower blood pressure
- decreased muscle tension
- relief from migraines
- stronger immune system
- chronic pain management
- speeds healing and recovery
- stress markers decrease (slower heart rate, decreased perspiration)

The facts are in, and they’re the same for everybody: no matter how smart you are, your education should never get in the way of learning something that could help you.

Not just for Yogis. Here’s a cool thing about meditation; you don’t need to be on a spiritual quest to benefit from it. Some people steer away from checking meditation out because they aren’t Buddhists, and aren’t interested in becoming one.

But here’s the thing: plenty of people use meditation or the yoga arts to seek a higher level of consciousness or spiritual transcendence, sure. However, if you aren’t interested in that gig, its okay. The Buddha himself said that he didn’t expect anyone to do as he suggested. Check it out for yourself, was his message.

How To? One of the simplest places to begin is a technique that anyone can pick right away. You’ll want to close your eyes, so it’s not for the commute or when you’re operating heavy equipment. This can be a good break from the computer or when you’re working on schoolwork.

· Think of your favorite, most soothing color. Now pick another color that you think is a negative or unpleasant one.

· Close your eyes and try to clear your mind. (Of what? Everything!)

· Cleansing Breath. Take one big breath in, all the way in. Exhale slowly and thoroughly.

· On the inhale try to see your breath painted that happy color entering your body, through your nostrils, down your esophagus, into the branches of your lungs.

· On the exhale, see your negative color leaving your lungs, exiting with all the negativity you have inside. (Negative thoughts, stress, anger, frustration, or physical pain.)

· With each successive breath try to take the colors deeper and farther. Keep after it, it gets easier as you relax.

Does that sound a little fey for your taste? Give it a try: 5 minutes if that’s all the time you’ve got, or shoot for 15 minutes. Open your eyes and get back to work!

You can spend years practicing meditative breathing, yoga or the art of transcendental meditation. But you don’t need to master it in order to do something good for yourself that will bring immediate results. Come on, try it!

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When applying for a scholarship, there are tricks to writing a truly persuasive essay. That’s the bad news: there are tricks. The good news is that “tricks” here really means “guidelines,” and there aren’t many—a handful, sure, but you don’t have to be an accomplished writer to tell your story effectively. And this leads us to the first guideline:

1. It’s your story. Your history and experience are personal, and so you need to write in a tone that is both professional and personal. Your essay will be read by real people; as you compose it, write to a real person who is familiar to you. Think of someone you know and respect, and imagine your words are for them.

2. Check your spelling. Essays with typos or grammar mistakes are dismissed out of hand—there are many candidates to choose from, and that type of error indicates carelessness. Compose your essay in a piece of software (such as Microsoft Word, several different email programs, and others) that highlights misspellings and grammar mistakes.

3. Answer the questions. Sound obvious? It is. But it’s remarkable how often scholarship essays never directly answer the questions that were asked. If, for example, the essay asks you to describe your education goals:

Do not write only about your life history and the professional goals you want to reach. Instead,

Do write about the skills you’re excited to learn in school, and then about how well those skills will transfer in the workplace.

4. No sob stories. If you have an interesting story, share it! However, focus on the positive, and be goal-oriented—any personal history you reveal should have something to do with the scholarship.
Let’s say, just for example, that you grew up in a crowded household with lots of siblings and a sick parent and not much money. If you would use the scholarship to get a Nursing degree, you might mention your upbringing to illustrate your lifelong instinct for helping people in need.

5. State your goals & stay positive. Lay out the specifics: which college you will attend, what degree you want to get, and what profession you plan to break into. Being very direct in your writing indicates that you are driven. You may have your doubts about your future, of course (we all do). But write as though you know you will succeed. Because you can, and you will.

Posted in Online Education, Scholarships | No Comments »

by Judy

Seriously! I know I have been out of school for a couple of years, but where have all of my highlighters gone? The only one I could find in my house is inching towards the Great Memo Pad in the Sky with every stroke. It is essential for me highlight as I read. Even if I highlight every single word, it is a way for me to keep focused on what I am reading.

While I may have honed my study habits, I do still have ADD. I don’t have ADHD. Anyone who knows me can tell you that I am not hyperactive, or even active for that matter. Nope—I’m the spacey, gazing-out-the-window-at-the-clouds, distracted-by-shiny-things, has-to-read-the­-same-paragraph-three-times kind of ADD. I took Adderall all through high school and college, but I don’t take it any more because I find I can mostly cope with the above symptoms in my personal and professional life.

But I’d forgotten how hard it is to read dense, just-the-facts material. It’s roughly as fun as chewing a dry sponge.

Right now I have some things going for me, and some things against me. What I am reading is essentially instruction, not abstract academia (what most college material in the liberal sciences consists of). And it is also something I hope to put into use in real life. However … man. It’s pretty boring. (I was going to end that sentence with a couple exclamation points—it’s pretty boring!!—but when it came time, I couldn’t muster the energy.)

So I’ve been trying to get back into my old study habits sans prescription drugs. I am doing some good and not so good things. Here’s what’s good:

1. I am studying when no one is home

2. The TV is off (I know, I know, like many ADD people, I claim that I can study while watching TV, but the truth is, I can’t. I will inevitably take way longer to do something if the TV is on. Really, what I can do is watch TV and follow the train of thought in what I am reading, but there will be several pauses in said reading while I just watch TV. This may, in fact, have to do with not wanting to be reading whatever it is that I am reading.)

3. I have printed off my reading material and am using a highlighter, which is decrepit but not yet dead.

4. The light in the living room kept flickering so I went to a different room.

But here’s where I am going wrong:

1. The room I switched to is my bedroom. I used to try to go to the library to study whenever I could when I lived in the dorms in college, because studies have shown that you should not work where you sleep. This is because your body will naturally think, OK, this is the bed, this where we sleep, ergo, it is time to sleep.

2. I let not having a good highlighter distract me into a long search for more highlighters around my entire house.

3. I am hungry.

4. I put off studying much further into the day than I should have.

While changing my behavior is good and all, I know that it will always take me a long time to get stuff done. It’s sort of like how no one will ever go grocery shopping with me, because I criss-cross the grocery store, stand there contemplating which price per ounce is better, remember something after I’ve paid and have to go back, etc.

It’s OK; I made peace with my deficiency long ago. I just need a good highlighter.

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(for the first Science of Learning post that deals with Brain Rules, see Imagine a future with no homework.)

Rule #7 in Brain Rules (a fascinating science book by John Medina) bears the title “Sleep well, think well.” The first principle involved in rule #7 is this:

“When we’re asleep, the brain is not resting at all. It is almost unbelievably active! It’s possible that the reason we need to sleep is so that we can learn.”

Very strong, active language in the first half of that quote, but passive in the second: it’s possible?? Well, guys, funny thing: science has yet to ever nail down and agree upon any definite reason why we need sleep. That’s strange, right? That we don’t know why, exactly, our bodies need something we supposedly spend 8 hours a night and 1/3 of our life involved in? (The 8-hours-of-sleep-a-night rule that we hear and refer to all the time turns out to be a myth with humble beginnings and no research behind it, which is another strange thing. But, as the Brain Rules website says in its main points about sleep, “We still don’t know how much we need! It changes with age, gender, pregnancy, puberty, and so much more.”)

There are some creatures on this earth that have very strange ways of sleeping—the bottlenose dolphin puts one side of its brain to sleep for a few hours and uses the other half to keep swimming. Bullfrogs rest but they never sleep. But we humans, poor things, we can’t do without it. As Rule #7 says, “Loss of sleep hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning, and even motor dexterity.”

You know those secret prisons that Obama recently ordered shut by executive order? We’re now freed up to imagine all sorts of horrible things went on in these places—very loud, painful, Jack Bauerish encounters between prisoners and guards. We won’t do that in this space because it’s completely off-topic. But this is only mostly off-: if you were Jack Bauer and you had to get vital information from a prisoner, you could threaten to deprive him of sleep.

And of course our brains go to pot when we don’t get sleep. Like, literally, really … you ever pulled an all-nighter before a test? I did it many times as a foolish undergrad, in many classes, especially the bigger, boringer classes where your grade in the class was almost entirely determined by your grade on the final. So you don’t study. Rather, I don’t study, at least I didn’t, not more than incidentally, over the entire course of the quarter, until about 2 weeks left before the final—this was when I’d start laying my plan for learning a term’s worth of information over the course of a few days, for a few different classes. Come finals, I’d end up with 3 or 4 all-nighters in the space of a week, and only snatches of sleep on the other nights; but the tests would get done and passed in good order.

The problem with this approach is that it works. At the time, I thought that all professors grading on the curve was the main culprit—right before a test, most students in a class are frantically cramming the relevant information into their heads, which works more or less the same across the board, so most students end up grouped roughly together in terms of scores, and via a curve grading system, they mostly pass the test comfortably. (My all-time favorite college test score: I got 35% on the final in computer-integrated calculus, which the curve translated into a C+.)

But the other problem, the real problem with pulling all-nighters is that you don’t remember anything you learn whilst the all-nighter is being pulled. As it turns out, the brain uses sleep to consolidate the memories of new things you’ve learned that day—the fancy images neuroscientists can take of the brain now tell us that the brain—your brain—repeats new information during different phases of REM sleep. And, if you don’t get sleep after learning something, you won’t remember it later. Now, you might remember it on the test, the next day, but the new information won’t get firmly designated for long-term memory storage, and by the 2-week mark, you won’t remember any of it. (One fun memory fact: if you learn something new and remember it 2 weeks later, you’ll likely remember it a year later, too—2 weeks seems to be a rough threshold for long-term storage.)

Here’s a bit of anecdotal proof. In my sophomore year of college I took a class about Post- World War II American history, which I was actually excited about, at the start, because no history class I’d taken ever in my life had made it past WWII. But class was early, 8am, and I was 20, and my attendance was … spotty, let’s say. I went a few times. But anyway, the grade boiled down to your scores on the mid-term and the final, both of which I pulled multiple all-nighters for and did relatively well … I got a B+ in the class, which is fine. Decent. So now it’s years later, but I’ve actually grown more and more interested in American history since then, so I have had an internal reason to hold onto the stuff I learned back then.

How much stuff? Well, I remember that the suburbs were invented after the American troops came home from World War II and THAT IS IT. THAT’S ALL I REMEMBER from a class on a subject I actually enjoyed, at least passively.

You need to sleep to learn. If you’ve had a big day of learning, get good sleep that night, because if you don’t, everything you learned will evaporate. If you’re in school—and especially if you’re studying something you like, or that will translate into skill you’ll use professionally—don’t deprive yourself of sleep. It’s crucial. Not just to feeling rested, but to actually retaining and long-term remembering information that will be useful to you later.

Coming soon: More stuff on sleep!! Why so enthusiastic, you ask? Because we’re going to convince you that naps are one of the most awesome things you can do to make yourself smarter.

Posted in The Science of Learning. | No Comments »