Our newest Insights article begins with a fact that is easy to miss: there are more strong, well-made programs available than any school could adopt, and a great many of them sit unused. The scarcity, it argues, is not in the making. It is in the fitting, the...
Read moreMany education programs ask students to question, debate, and risk being wrong, and then assume the room already feels safe enough for them to do it. Our newest Insights article makes the case that belonging is the foundation learning grows from, built in the first weeks of a...
Read morePicture a Japanese classroom in your head. For most people outside Japan, the image is rigid: quiet rows, a strict teacher, little room to move. Our newest Insights article looks at how far that picture is starting to shift. For a decade, backed by real funding and clear...
Read moreOur newest Insights article sits at the heart of what we do. It begins with a hard truth: a great program, accurately translated, will often still fail in a Japanese classroom. Not because the program is weak. Translation carries the words, but not the layer beneath them, the...
Read moreULD is heading to ISTE+ASCD in Orlando from June 28 to July 1, one of the largest education and EdTech gatherings in the world. If you have a program, a platform, or a curriculum, whether well established or still taking shape, Japan is a substantial and often underserved...
Read moreWhen people picture instructional design, they rarely imagine a Grade 3 classroom. Our latest Insights article makes the case that they should. Drawing on more than fifteen years of elementary teaching in Canada, it explores how designing without a set textbook, for a room full of very different...
Read moreUnfold Learning Design helps EdTech companies, publishers, and program developers bring their work into Japanese classrooms with its impact intact. Through intentional design and integration, not translation. We will be at EDIX Tokyo on Thursday, May 14. If you happen to be there too, please say hello. We...
Read moreOur newest Insights article looks at a pattern showing up in classrooms everywhere: the devices are open, the students look busy, and yet the real learning has quietly drifted out of the room. It argues that the question is never whether to use technology, but why, and makes...
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