ent the following questions, and asked for feedback and ideas. Here are the questions with links to the discussions that ensued:
1. What is the one most important education issue you wish Secretary Duncan to focus on during his tenure and why?
2. How shall the tenets of the No Child Left Behind act be altered or invigorated? What are its positives? How can its negatives be improved?
3. How should the new administration respond to the nation’s need for better prepared and more qualified teachers?
4. What should the new administration do to increase student engagement in mathematics, the sciences and the arts?
5. How should funding equity issues be addressed?
Is there a question you think should have been asked that was not? If so, respond here.…
Health Care we had http://www.futureofeducation.com/forum/topics/health-care/b>. We tried to handle this task without any success.I understand,that complex tasks is something that you study, just for understanding
so that you could probably use in the future]
What kind of tasks can be called as complex?[I understand, that definitions which you quoted by Wood simply state that there is a system ,which consists of interacting elements, which in its turn,may be changing with time. Complexity may be related to the fact, as in Health Care, that quite a number of experts and computer analysis are required] Does complexity change according to people? [ I do not think so. There is an objective reality. Our perception may change, that is why a team of experts may help ,or a "collaborative intelligence" .http://www.futureofeducation.com/forum/topics/collaborative-intelligence?xg_source=activity . Are individual differences -as cognitive&non-cognitive- affecting the complexity of a given task? I think individual differences affect individual perception. Is complexity a perception or a characteristic? Both at the same time, as in Hegelian dialectic (philosophy).
I'm trying to understand this construct according to the two definitions in literature by Wood and Campbell..…