Notes and Comments on "Young Minds" article

CPA: "Continuous Partial Attention" (Linda Stone) -- "an artificial sense of constant crisis" from always having "to be a live node on the network", checking emails and texting and such. (Differs from multitasking, where only one of the tasks generally requires real attention.)

The author goes around the world hosting panels where students are invited to talk directly to their teachers about what works and doesn't work for them in education. They universally hate lectures and worksheets; they love collaborative and real-world projects. . . . (I still feel like to just give in to a CPA-style of teaching and learning is not the full answer, though. Speaking is a really GOOD method of communicating many sorts of things. Shouldn't we still expect our students to learn to learn that way, too, at least some of the time?)

(Does the fact that I found this article interesting but have NO interest in reading the various comments appended to it -- and sampling the first few didn't change that feeling -- say something about my readiness or lack of readiness to participate in social learning communities? I'm just not that interested in the chatter. . . I love the wealth of carefully crafted resources available on the web, and I MIGHT (MAYBE) find a particular blog with especially insightful posts interesting to follow, but I really have no interest whatsoever in the long laundry lists of brief comments by people I don't know that, for example, are appended to the "Minds on Fire" article. But then, I've never had any interest in the "Op Ed" page of a newspaper, either, or in the editorials themselves. I'm interested in reading facts --yes, I know there's whole fields of study around determining what's a fact, but I still like reading things that I believe to be facts -- and associated ideas, not the opinions of random strangers.)