EduJedi Dictionary

EduJedi Dictionary
Definitions Discussions

1-Hour Webcam Calls by Invitation

The Dictionary Edit Discussions

Learn and review the definitions!

This program’s purpose is the review and edit of the terminology in the dictionary, inclusive of bringing in numerous vendor examples of definitions in use in their software programs for better understanding.

The program consists of one webcam conference call meeting for each of the major sections currently in the dictionary, plus two new needed sections already identified by EduJedi.

1. Sign up to attend!
2. Coordinators will select two main educators to “anchor” each call.

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Meeting 1: Structure and Purview of the Dictionary

Section 1: Systems, Software, Apps and Extensions & Section 2: Nine Categories of Definitions

What are the “Big Things” on the landscape of ed-tech? What is coming based on Learning Counsel research to disrupt these main categories in the future? In terms of the Dictionary’s categories, what ideas are out there that need to be heard?

Meeting 2: The Actions of Digital Resources in Learning

Section 2: Categories: ACTIONS

Today’s learning software and Apps of all kinds have numerous discrete actions. Some are helpful and some are annoying. Discuss what software does to you and for you – or should!

Meeting 3: The Design of Digital Resources in Learning

Section 2: Categories: DESIGN

Poorly designed software is just like poorly designed instruction. Can you even tell what Apps are delivering poorly? Discuss these definitions and learn as you go.

Meeting 4: Controlling Digital Learning

Section 2: Categories: CONTROLS

Some of your learning software gives teachers the ability to control some interactions, to “hold back” or differentiate and more. Some does not. Systems, as well, provide high flexibility or do not, depending on the inherent “controls.” Find out what they are so your selections give you what you want.

Meeting 5: Customization of the Learning Digiverse

Section 2: Categories: CUSTOMIZATION

Teachers love to customize and need to so that they can fit learning to the unique students in front of them. How could software help them do this rather than make it more work to teach in digital than it ever was in traditional face-to-face?

Meeting 6: Instructional Qualities – Does it Cause Learning?

Section 2: Categories: INSTRUCTION

The problem with choosing digital resources is often the question of its actual raw instructional qualities. Is the instructional quality even there and how do you know?

Meeting 7: Reducing Teacher Burdens with Software Mechanisms

Section 2: Categories: MECHANISMS

Machines can do things to administer learning like never before, but what are those mechanisms doing inside the machine and can we count on them? Will “animation plotting” be something to cause engagement and what about using embedded formative assessments?

Meeting 8: Understanding the Professional Grade Learning Software Scene

Section 2: Categories: BUSINESS MODELS

“Free is like a puppy.” The work involved, and the liabilities to your carpets could be significant. In this case to your long-term viability because of stolen identities, cost over-runs and more. Everyone should learn about the various business models in the ed-tech world to be more discerning in their choice to use free in some places and pay in others.

Meeting 9: What You Don’t Know about Software Can Hurt Your School


There’s a reason most websites are asking your permission to “cookie” you before allowing you to see their site. Other potentially hostile characteristics must be known for the sake of staying in legal lanes for student privacy and security, not to mention unforeseen costs.

Meeting 10: Foundational Ed-Tech Leadership

Section 2: Categories: BASIC & NOT-SO-BASIC

Just one of the definitions in this section deals with data literacy, so different than digital literacy. Other definitions help anchor your perception of the learning digiverse.

Meeting 11: Network Maturity

Join to contribute to new section of network maturity model definitions to add to EduJedi Dictionary in 2021.

Cable connections have given way to wireless, then beyond to school-wide high-bandwidth access. America moved beyond that to remote and now “community-wide” access, creating a need to define a maturity model so that schools can plan for their futures.

Meeting 12: Ed-Tech Security Maturity

Join to contribute to new section of security maturity model definitions to add to EduJedi Dictionary in 2021.

The preponderance of school staff and teachers know enough about digital security to not share passwords, but above that very little has been done to show them, in layman’s terms the mountain of potentials to be aware of to protect themselves and their learners. What would a scale of understanding look like and how could it be defined simply?