Essential Questions Digital Footprints

What literacies must educators master before we can help students make the
most of these powerful potentials? Do not do as I say, DO as I do! Dont tell
me, Show me! Dont Discuss what you WANT to do, Analyze what you are
DOING!
Whats one thing you are going to do in the next six weeks to help you begin
to master these literacies? Develop some blog muscles begin to establish a
routine much like going to the gym I will not assume that my goal is to
change the world in terms of what I actually see my students
doing/learning, but ONLY that I develop a consistent practice.
How does "authentic" assessment change when the student's audience is the
world?

My additions Authors words with my emphasis

Footprints in the Digital Age

Will Richardson

In the Web 2.0 world, self-directed learners must be adept at building and
sustaining networks.

As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my

worst fears as they grow older is that they won't be Googled well. Not that they
won't be able to use Google well, mind you, but that when a certain someone (read:
admissions officer, employer, potential mate) enters "Tess Richardson" into the
search line of the browser, what comes up will be less than impressive. That a quick
surf through the top five hits will fail to astound with examples of her creativity,
collaborative skills, and change-the-world work. Or, even worse, that no links about
her will come up at all. I mean, what might "Your search did not match any
documents" imply?

Teachers must have a web presence if they expect students to have one. That
presence should be provocative and engaging, yet appropriate. Not just in cuss
words/adult themes, but dealing with mature, teacher-role model stuff.

It's a consequence of the new Web 2.0 world that these digital footprintsthe
online portfolios of who we are, what we do, and by association, what we knoware
becoming increasingly woven into the fabric of almost every aspect of our lives. In
all likelihood, you, your school, your teachers, or your students are already being
Googled on a regular basis, with information surfacing from news articles, blog
posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be
good, some may be bad, and most is beyond your control. Your personal footprint
and to some extent your school'sis most likely being written without you, thanks
to the billions of us worldwide who now have our own printing presses and can
publish what we want when we want to.
On the surface, that's an unsettling thoughtbut it doesn't have to be. In fact, if
we are willing to embrace the moment rather than recoil from it, we may
find opportunities to empower students to learn deeply and continually in
ways that we could scarcely have imagined just a decade ago.

Networking: The New Literacy

Whether we like it or not, social Web technologies are having a huge influence on
students who are lucky enough to be connected, even the youngest ones. Many 7-
and 8-year-olds are busy exploring Club Penguin or Webkinz with other 7- and 8-
year-olds half a world away, middle schoolers are connecting with global warriors in
World of Warcraft, and adolescents preen themselves in front of their "friends" on
MySpace and Facebook. A recent National School Boards Association survey (2007)
announced that upward of 80 percent of young people who are online are
networking and that 70 percent of them are regularly discussing education-related
topics. They're creating all sorts of contentsome, as we all know, doing so very
badlyand they're doing all sorts of things with online tools that, for the most part,
we're not teaching them anything about. In the process, they're becoming
Googleable without us. By and large, they do all this creating, publishing, and
learning on their own, outside school, because when they enter the classroom, they
typically "turn off the lights" (Prensky, 2008).

This may be the first large technological shift in history that's being driven by
children. Picture a bus. Your students are standing in the front; most teachers
(maybe even you) are in the back, hanging on to the seat straps as the bus careens
down the road under the guidance of kids who have never been taught to steer and
who are figuring it out as they go.

In short, for a host of reasons, we're failing to empower kids to use one of the most
important technologies for learning that we've ever had. One of the biggest
challenges educators face right now is figuring out how to help students create,
navigate, and grow the powerful, individualized networks of learning that bloom on
the Web and helping them do this effectively, ethically, and safely. The new literacy
means being able to function in and leverage the potential of easy-to-create,
collaborative, transparent online groups and networks, which represent a "tectonic
shift" in the way we need to think about the world and our place in it (Shirky, 2008).
This shift requires us to create engaged learners, not simply knowers, and to
reconsider the roles of schools and educators. HUGE

As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand
that we move our concept of learning from a "supply-push" model of "building up an
inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach
that requires students to own their learning processes and pursue learning, based
on their needs of the moment, in social and possibly global communities of practice.
Our students must be nomadic, flexible, mobile learners who depend not so much
on what they can recall as on their ability to connect with people and resources and
edit content on their desktops, or, even more likely, on pocket-size devices they
carry around with them. Yet, student supplied mobile devices are not allowed! Our
teachers have to be co-learners in this process, modeling their own use of
connections and networks and understanding the practical pedagogical implications
of these technologies and online social learning spaces. Dangerous business to be
sure How long has this been discussed? A co-learner assumes the release of some
measure of control - co assumes a partnership.

Transparent and Trackable

So what literacies must we educators master before we can help students make the
most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests,
with an understanding of how transparency fosters connections and with a
willingness to share our work and, to some extent, our personal lives. Sharing is the
fundamental building block for building connections and networks; it may take the
form of ruminations on life in a blog, photos of the latest family picnic on Flickr, or
discussion notes students post to a classroom wiki for others to read and contribute
to.

Publishing content online not only begins the process of becoming "Googleable," it
also makes us findable by others who share our passions or interests. A few years
ago, the teacher who stood up in a professional development gathering in Atlanta,
Georgia, and voiced his passion for "mountain bikingon a unicycle" would have
had little ability to find others who enjoy such pursuits and learn with them about
that avocation. Today, he can easily connect to other "municyclists" who share their
adventures on their blogs or in YouTube videos. In doing so, provided he knows
whom and what to trust, he can learn a great deal.

Although many students are used to sharing content online, they need to learn how
to share within the context of network building. They need to know that publishing
has a nobler goal than just readershipand that's engagement. Take, for example,
the story of Laura Stockman, a 10-year-old from the Buffalo, New York, area. Last
December, in an effort to honor the memory of her grandfather who had died the
year before, Laura decided to do one good deed each day in the run-up to
Christmas. She decided, with her mother's approval, to share her work with the
world.

Laura's blog, "Twenty-Five Days to Make a Difference"

(http://twentyfivedays.wordpress.com), quickly caught the eye of some other
philanthropic bloggers. Within a short time, Laura found herself in the midst of a
community of volunteers far outside her geographic reach. The ClustrMap on her
site tracks tens of thousands of readers from such places as China, Australia, Africa,
and South America (see http://www3.clustrmaps.com/counter/maps.php?
user=2cf404cc).

But here is the difference: Laura is not just publishing, and others are not just
reading. Now when she wants ideas for charities to work for as her project enters its
11th month, Laura says, "I ask my readers" (Richardson, 2008). She has collected
hundreds of books for local libraries and dozens of pajamas for kids in need; she has
raised thousands of dollars for charities ranging from the Society for the Prevention
of Cruelty to Animals to local homeless shelters. In fact, Laura has become a go-to
expert on younger kids doing charity work. Last April, students in Florida who
wanted to make a difference in their own community interviewed her live online.
Her interactions with her network, on both her blog and the other blogs she reads,
teach her much about a passion that is not in the standard curriculum. In the
process, Laura is already on her way to being Googled well.

In addition, under her mother's guidance and care, Laura is learning online network
literacies firsthand. As Stanford researcher Danah Boyd (2007) points out, we are
discovering the potentials and pitfalls of this new public space. What we say today
in our blogs and videos will persist long into the future and not simply end up in the
paper recycling bin when we clean out our desks at the end of the year. What we
say is copyable; others can take it, use it, or change it with ease, making our ability
to edit content and comprehend the ethical use of the content we read even more
crucial. The things we create are searchable to an extent never before imagined
and will be viewed by all sorts of audiences, both intended and unintended.

What Students Need to Know

These new realities demand that we prepare students to be educated, sophisticated

owners of online spaces. Although Laura is able to connect, does she understand, as
researcher Stephen Downes (2005) suggests, that her network must be diverse,
that she must actively seek dissenting voices who might push her thinking in ways
that the "echo chamber" of kindred thinkers might not? Is she doing the work of
finding new voices to include in the conversation? Is she able to make astute
decisions about the people with whom she interacts, keeping herself safe from
those who might mean her harm? Is she learning balance in her use of technology,
or is she falling into the common pattern of spending hours at the keyboard, losing
herself in the network? This 10-year-old probably still needs to learn many of these
things, and she needs the guidance of teachers and adults who know them in their
own practice.

More than ever before, students have the potential to own their own learningand
we have to help them seize that potential. We must help them learn how to identify
their passions; build connections to others who share those passions; and
communicate, collaborate, and work collectively with these networks. And we must
do this not simply as a unit built around "Information and Web Literacy." Instead, we
must make these new ways of collaborating and connecting a transparent part of
the way we deliver curriculum from kindergarten to graduation.

Younger students need to see their teachers engaging experts in synchronous or

asynchronous online conversations about content, and they need to begin to
practice intelligently and appropriately sharing work with global audiences. Middle
school students should be engaged in the process of cooperating and collaborating
with others outside the classroom around their shared passions, just as they have
seen their teachers do. And older students should be engaging in the hard work of
what Shirky (2008) calls "collective action," sharing responsibility and outcomes in
doing real work for real purposes for real audiences online.

But to do all that, we educators must first own these technologies and be able to
take advantage of these networked learning spaces. In this way, we can fully
prepare students not just to be Googled well, but to be findable in good ways by
people who share their passions for learning and who may well end up being
lifelong teachers, mentors, or friends.
 Get Started!

Here are five ideas that will help you begin building your own personal learning
network.

1. Read blogs related to your passion. Search out topics of interest at

http://blogsearch.google.com and see who shares those interests.
2. Participate. If you find bloggers out there who are writing interesting and
relevant posts, share your reflections and experiences by commenting on
their posts.
3. Use your real name. It's a requisite step to be Googled well. Be prudent, of
course, about divulging any personal information that puts you at risk, and
guide students in how they can do the same.
4. Start a Facebook page. Educators need to understand the potential of social
networking for themselves.
5. Explore Twitter (http://twitter.com), a free social networking and micro-
blogging service that enables users to exchange short updates of 140
characters or fewer. It may not look like much at first glance, but with Twitter,
the network can be at your fingertips.

Essential Questions Rigor Redefined

Take a look at the seven survival skills that Wagner postulates through the
lens of your classroom. How does your classroom do on those seven skills?
Pick three of the skills and brainstorm ways to strengthen their presence in
your classroom.
Are you educating for the routine or the novel? If "in the real world . . . the
answers to the odd-numbered problems are not in the back of the textbook
[and] the tests are all open book" and "Learning . . . is a lifelong major," what
specific techniques are you using in your classroom to address this?

Rigor Redefined

Tony Wagner

Even our best schools are failing to prepare students for 21st-century careers and
citizenship.

In the new global economy, with many jobs being either automated or off-
shored, what skills will students need to build successful careers? What skills will
they need to be good citizens? Are these two education goals in conflict?
To examine these questions, I conducted research beginning with conversations
with several hundred business, nonprofit, philanthropic, and education leaders. With
a clearer picture of the skills young people need, I then set out to learn whether U.S.
schools are teaching and testing the skills that matter most. I observed classrooms
in some of the nation's most highly regarded suburban schools to find out whether
our best was, in fact, good enough for our children's future. What I discovered on
this journey may surprise you.

The Schooling Students Need

One of my first conversations was with Clay Parker, president of the Chemical
Management Division of BOC Edwardsa company that, among other things,
makes machines and supplies chemicals for the manufacture of microelectronics
devices. He's an engineer by training and the head of a technical business, so when
I asked him about the skills he looks for when he hires young people, I was taken
aback by his answer.

First and foremost, I look for someone who asks good questions, Parker
responded. We can teach them the technical stuff, but we can't teach them how to
ask good questionshow to think.

What other skills are you looking for? I asked, expecting that he'd jump quickly to
content expertise.

I want people who can engage in good discussionwho can look me in the eye and
have a give and take. All of our work is done in teams. You have to know how to
work well with others. But you also have to know how to engage customersto find
out what their needs are. If you can't engage others, then you won't learn what you
need to know.

I initially doubted whether Parker's views were representative of business leaders in

general. But after interviewing leaders in settings from Apple to Unilever to the U.S.
Army and reviewing the research on workplace skills, I came to understand that the
world of work has changed profoundly.

Today's students need to master seven survival skills to thrive in the new world of
work. And these skills are the same ones that will enable students to become
productive citizens who contribute to solving some of the most pressing issues we
face in the 21st century.

1. Critical Thinking and Problem Solving

To compete in the new global economy, companies need their workers to think
about how to continuously improve their products, processes, or services. Over and
over, executives told me that the heart of critical thinking and problem solving is
the ability to ask the right questions. As one senior executive from Dell said,
Yesterday's answers won't solve today's problems.

Ellen Kumata, managing partner at Cambria Associates, explained the extraordinary

pressures on leaders today. The challenge is this: How do you do things that
haven't been done before, where you have to rethink or think anew? It's not
incremental improvement any more. The markets are changing too fast.
*Assume the acquisition of the facts imbedded in a lesson, the lowest level
questions to ask? application provide direct instruction in Questioning: Levels,
QAR, Blooms Taxonomy*

2. Collaboration and Leadership

Teamwork is no longer just about working with others in your building. Christie
Pedra, CEO of Siemens, explained, Technology has allowed for virtual teams. We
have teams working on major infrastructure projects that are all over the U.S. On
other projects, you're working with people all around the world on solving a
software problem. Every week they're on a variety of conference calls; they're doing
Web casts; they're doing net meetings.

Mike Summers, vice president for Global Talent Management at Dell, said that his
greatest concern was young people's lack of leadership skills. Kids just out of
school have an amazing lack of preparedness in general leadership skills and
collaborative skills, he explained. They lack the ability to influence.

*Continue and ramp up small group instruction focusing on group mechanics and
function offer a structured procedure for leadership instruction, modeling,
practice, and assessment.*

3. Agility and Adaptability

Clay Parker explained that anyone who works at BOC Edwards today has to think,
be flexible, change, and use a variety of tools to solve new problems. We change
what we do all the time. I can guarantee the job I hire someone to do will change or
may not exist in the future, so this is why adaptability and learning skills are more
important than technical skills.

*Teach a toolbox approach to problem solving with a variety of strategies*

4. Initiative and Entrepreneurialism

Mark Chandler, senior vice president and general counsel at Cisco, was one of the
strongest proponents of initiative: I say to my employees, if you try five things and
get all five of them right, you may be failing. If you try 10 things, and get eight of
them right, you're a hero. You'll never be blamed for failing to reach a stretch goal,
but you will be blamed for not trying. One of the problems of a large company is risk
aversion. Our challenge is how to create an entrepreneurial culture in a larger
organization.

*Extra Credit for Stretch Goal setting*

5. Effective Oral and Written Communication

Mike Summers of Dell said, We are routinely surprised at the difficulty some young
people have in communicating: verbal skills, written skills, presentation skills. They
have difficulty being clear and concise; it's hard for them to create focus, energy,
and passion around the points they want to make. If you're talking to an exec, the
first thing you'll get asked if you haven't made it perfectly clear in the first 60
seconds of your presentation is, What do you want me to take away from this
meeting? They don't know how to answer that question.
Summers and other leaders from various companies were not necessarily
complaining about young people's poor grammar, punctuation, or spellingthe
things we spend so much time teaching and testing in our schools. Although writing
and speaking correctly are obviously important, the complaints I heard most
frequently were about fuzzy thinking and young people not knowing how to write
with a real voice.

*These are the LA TEKS!*

6. Accessing and Analyzing Information

Employees in the 21st century have to manage an astronomical amount of

information daily. As Mike Summers told me, There is so much information
available that it is almost too much, and if people aren't prepared to process the
information effectively it almost freezes them in their steps.

It's not only the sheer quantity of information that represents a challenge, but also
how rapidly the information is changing. Quickhow many planets are there? In the
early 1990s, I heard thenHarvard University president Neil Rudenstine say in a
speech that the half-life of knowledge in the humanities is 10 years, and in math
and science, it's only two or three years. I wonder what he would say it is today.

7. Curiosity and Imagination

Mike Summers told me, People who've learned to ask great questions and have
learned to be inquisitive are the ones who move the fastest in our environment
because they solve the biggest problems in ways that have the most impact on
innovation.

Daniel Pink, the author of A Whole New Mind, observes that with increasing
abundance, people want unique products and services: For businesses it's no
longer enough to create a product that's reasonably priced and adequately
functional. It must also be beautiful, unique, and meaningful.1 Pink notes that
developing young people's capacities for imagination, creativity, and empathy will
be increasingly important for maintaining the United States' competitive advantage
in the future.

The Schooling Students Get

I've spent time observing in classrooms across the United States for more than 20
years. Here is a sampling of what I've seen recently. These examples come from
secondary honors and advanced placement (AP) classes in three school systems
that enjoy excellent reputations because of their high test scores.

AP Chemistry

Students work in groups of two and three mixing chemicals according to directions
written on the chalkboard. Once the mixtures are prepared, students heat the
concoction with Bunsen burners. According to the directions on the board, they are
supposed to record their observations on a worksheet.

I watch a group of three young men whose mixture is giving off a thin spiral of
smoke as it's being heatedsomething that none of the other students' beakers are
doing. One student looks back at the chalkboard and then at his notes. Then all
three stop what they are doing, apparently waiting for the teacher to come help
them.

What's happening to your mixture? I ask the group.

Dunno, one mutters. We must have mixed it up wrong.

What's your hypothesis about what happenedwhy it's smoking?

The three look at one another blankly, and the student who has been doing all the
speaking looks at me and shrugs.

AP U.S. Government

The teacher is reviewing answers to a sample test that the class took the previous
day. The test contains 80 multiple-choice questions related to the functions and
branches of the federal government.

When he's finished, he says OK, now let's look at some sample free-response
questions from previous years' AP exams. He flips the overhead projector on and
reads from the text of a transparency: Give three reasons why the Iron Triangle
may be criticized as undemocratic. How would you answer this question?

No one replies.

OK, who can give me a definition of the Iron Triangle?

A student pipes up, The military-industrial-congressional complex.

OK, so what would be three reasons why it would be considered undemocratic?

The teacher calls on a student in the front row who has his hand half raised, and he
answers the question in a voice that we can't hear over the hum of the projector's
fan.

Good. Now let's look at another one. The teacher flips another transparency onto
the projector. Now this question is about bureaucracy. Let me tell you how to
answer this one. . . .

AP English

The teacher explains that the class is going to review students' literature notes for
the advanced placement exam next week. The seven students are deeply slouched
in their chairs, arranged in a semicircle around the teacher's desk.

The teacher asks, Now what is Virginia Woolf saying about the balance between an
independent life versus a social life?

Students ruffle through their notebooks. Finally, a young woman, reading from her
notes, answers, Mrs. Ramsey sought meaning from social interactions.

Yes, that's right. Now what about Lily, the artist? How did she construct meaning?
Through her painting, another student mumbles, her face scrunched close to her
notes.

So what is Woolf saying about the choices these two women have made, and what
each has sacrificed?

No reply. The teacher sighs, gets up, goes to the board, and begins writing.

A Rare Class

Once in a great while, I observe a class in which a teacher is using academic

content to develop students' core competencies. In such a class, the contrast with
the others is stark.

At the beginning of the period in an Algebra II class, the teacher writes a problem on
the board. He turns to the students, who are sitting in desks arranged in squares of
four that face one another. You haven't seen this kind of problem before, he
explains. Solving it will require you to use concepts from both geometry and
algebra. Each group will try to develop at least two different ways to solve this
problem. After all the groups have finished, I'll randomly choose someone from each
group who will write one of your proofs on the board, and I'll ask that person to
explain the process your group used.

The groups quickly go to work. Animated discussion takes place as students pull the
problem apart and talk about different ways to solve it. While they work, the
teacher circulates from group to group. When a student asks a question, the
teacher responds with another question: Have you considered . . .? Why did you
assume that? or simply Have you asked someone in your group?

What makes this an effective lessona lesson in which students are learning a
number of the seven survival skills while also mastering academic content? First,
students are given a complex, multi-step problem that is different from any they've
seen in the past. To solve it, they have to apply critical-thinking and problem-
solving skills and call on previously acquired knowledge from both geometry and
algebra. Mere memorization won't get them far. Second, they have to find two ways
to solve the problem, which requires initiative and imagination. Third, they have to
explain their proofs using effective communication skills. Fourth, the teacher does
not spoon-feed students the answers. He uses questions to push students' thinking
and build their tolerance for ambiguity. Finally, because the teacher announces in
advance that he'll randomly call on a student to show how the group solved the
problem, each student in every group is held accountable. Success requires
teamwork.

Rigor for the 21st Century

Across the United States, I see schools that are succeeding at making adequate
yearly progress but failing our students. Increasingly, there is only one curriculum:
test prep. Of the hundreds of classes that I've observed in recent years, fewer than
1 in 20 were engaged in instruction designed to teach students to think instead of
merely drilling for the test.
To teach and test the skills that our students need, we must first redefine excellent
instruction. It is not a checklist of teacher behaviors and a model lesson that covers
content standards. It is working with colleagues to ensure that all students master
the skills they need to succeed as lifelong learners, workers, and citizens. I have yet
to talk to a recent graduate, college teacher, community leader, or business leader
who said that not knowing enough academic content was a problem. In my
interviews, everyone stressed the importance of critical thinking, communication
skills, and collaboration.

We need to use academic content to teach the seven survival skills every day, at
every grade level, and in every class. And we need to insist on a combination of
locally developed assessments and new nationally normed, online testssuch as
the College and Work Readiness Assessment (www.cae.org)that measure
students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.

It's time to hold ourselves and all of our students to a new and higher standard of
rigor, defined according to 21st-century criteria. It's time for our profession to
advocate for accountability systems that will enable us to teach and test the skills
that matter most. Our students' futures are at stake.

Endnote
1
Pink, D. (2005). A whole new mind: Moving from the information age to the
conceptual age. New York: Riverhead Books, pp. 3233.

Tony Wagner is Codirector of the Change Leadership Group at the Harvard

Graduate School of Education; tony_wagner@harvard.edu; www.schoolchange.org.
The themes of this article are discussed more fully in his book The Global
Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills
Our Children Needand What We Can Do About It (Basic Books, 2008).

Our Googley advice to students: Major in learning

7/15/2008 05:48:00 PM

Management guru Peter Drucker noted that companies attracting the best
knowledge workers will "secure the single biggest factor for competitive
advantage." We and other forward-looking companies put a lot of effort into hiring
such people. What are we looking for?

At the highest level, we are looking for non-routine problem-solving skills. We

expect applicants to be able to solve routine problems as a matter of course. After
all, that's what most education is concerned with. But the non-routine problems
offer the opportunity to create competitive advantage, and solving those problems
requires creative thought and tenacity.

Here's a real-life example, a challenge a team of our engineers once faced:

designing a spell-checker for the Google search engine. The routine solution would
be to run queries through a dictionary. The non-routine, creative solution is to use
the query corrections and refinements that other users have made in the past to
offer spelling suggestions for new queries. This approach enables us to correct all
the words that aren't in the dictionary, helping many more users in the process.

How do we find these non-routine savants? There are many factors, of course, but
we primarily look for ...

... analytical reasoning. Google is a data-driven, analytic company. When an issue

arises or a decision needs to be made, we start with data. That means we can talk
about what we know, instead of what we think we know.

... communication skills. Marshalling and understanding the available evidence

isn't useful unless you can effectively communicate your conclusions.

... a willingness to experiment. Non-routine problems call for non-routine

solutions and there is no formula for success. A well-designed experiment calls for a
range of treatments, explicit control groups, and careful post-treatment analysis.
Sometimes an experiment kills off a pet theory, so you need a willingness to accept
the evidence even if you don't like it.

... team players. Virtually every project at Google is run by a small team. People
need to work well together and perform up to the team's expectations.

... passion and leadership. This could be professional or in other life experiences:
learning languages or saving forests, for example. The main thing, to paraphrase
Mr. Drucker, is to be motivated by a sense of importance about what you do.

These characteristics are not just important in our business, but in every business,
as well as in government, philanthropy, and academia. The challenge for the up-
and-coming generation is how to acquire them. It's easy to educate for the routine,
and hard to educate for the novel. Keep in mind that many required skills will
change: developers today code in something called Python, but when I was in
school C was all the rage. The need for reasoning, though, remains constant, so we
believe in taking the most challenging courses in core disciplines: math, sciences,
humanities.

And then keep on challenging yourself, because learning doesn't end with
graduation. In fact, in the real world, while the answers to the odd-numbered
problems are not in the back of the textbook, the tests are all open book, and your
success is inexorably determined by the lessons you glean from the free market.
Learning, it turns out, is a lifelong major.

Posted by Jonathan Rosenberg, Senior VP, Product Management