Tim Dalton

But ultimately, it’s not about Facebook. Facebook could disappear tomorrow and we’d just build a new toy we couldn’t put down. A junkie doesn’t quit because one dealer gets busted.

It’s so good to state what you don’t know. Also make sure you ask questions of the people raising feedback. A lot of times users or customers …

… and opportunities so that I could tell the story to Product, then work together to get a priority. The product backlog is not a place to add in possible problems. These problems need their own space.

…zing each task and feature. Stalemates can still occur even when the team is aligned on the vision. The key to breaking the potential stalemate is to not set consensus as the goal. Collaborating towards a solution doesn’t require consensus. This concept is not new to leaders but might be new to the realm product leadership.

In the Mind the Product survey, 49% of product managers said their foremost challenge is being able to conduct proper market research to validate whether the market truly needs what they’re building. When we add the responses from enterprise software PMs, this figure jumps up to 62%. That means th…

…thms circumscribe, all while giving us the appearance of choice, the appearance of personalization: Netflix thinks you’ll like the new Daredevil series, for example, based on the fact you’ve watched Thor half a dozen times. But it won’t, it can’t suggest you pick up and read Marvel’s Black Panther. And it won’t suggest you watch the DC animated comics series, either, because it no longer has a license to stream them. What’s the analogy of this to education? What are algorithms going to suggests? What does that recommendation engine look like?

In most contemporary educational situations where children come into contact with computers the computer is used to put children through their paces, to provide exercises of an appropriate level of difficulty, to provide feedback, and to dispense information. The computer programming the child.

Little by little the subversive features of the computer were eroded away: Instead of cutting across and so challenging the very idea of subject boundaries, the computer now defined a new subject; instead of changing the emphasis from impersonal curriculum to excited live exploration by students, the computer was now used to reinforce School’s ways. What had started as a subversive instrument of change was neutralized by the system and converted into an instrument of consolidation.

…l. Measurement. Assessment. “Outcomes.” Data. Standardization. The monitoring and control of labor. Education technology is, despite many of our hopes for something else, for something truly transformational, often a tool designed to meet administrative goals.

Schools are now tasked to “do more with less,” which is often code, if you will, for utilizing digital technologies to curb “inefficiencies” and to “scale” services. The application of the language and practices of scientific management to education isn’t new. Not …