Classrooms can be spaces where students are practicing self-determination rather than training to be authoritarian subjects. We first have to trust them.

Digital pedagogy is not equivalent to teachers using digital tools. Rather, digital pedagogy demands that we think critically about our tools, demands that we reflect actively upon our own practice.

Kris Shaffer and Asao Inoue discuss generous ways to assess student work, and we’ll hear from Lee Skallerup Bessette to consider institutional assessment, empathy, and student needs.

How different would our education system be if we focused on learning for learning’s sake, rather than for the sake of tests, exams, and homework checks — if performance really mattered?

One of the most innovative educational ideas of the last century, we propose, came from Paulo Friere, the Brazilian educational theorist and populist. In his critique of “the banking model of education” in

In this [http://www.guardian.co.uk/commentisfree/2011/aug/29/academic-publishers-murdoch-socialist] article for the Guardian, George Monbiot calls academic publishing “economic parasitism” and academic publishers “monopolists,” which brings up a broader discussion