Serious Play Lab Wiki - User contributions [en]

File:WhatsApp Image 2023-11-30 at 11.56.08.jpg

2023-11-30T16:56:46Z

Bwardell:

File:Server farm.jpg

2023-11-30T16:50:41Z

Bwardell:

Ministry of Education Head (Domenica)

2023-11-30T16:47:07Z

Bwardell:

[[File:President-Snow-in-The-Hunger-Games.png|500px|thumb|right|alt=Reginald Fairfield, the Ontario Minister of Education|Reginald Fairfield, the Ontario Minister of Education]]
Dear Diary,

As Ontario’s reigning Minister of Education since 2027, in the current year of 2032, I can confidently declare that the face of education in Ontario has never looked better. The vote in 2029 allowing students and parents to choose entirely in-person or at-home study was so overwhelmingly in favour of at-home study, that our government mandated online learning for all. I am a humble man, but I must say, I am the best thing that has happened to Ontario's education system in years! The statistics speak for themselves; ever since online learning was mandated, accounts of physical violence and verbal altercations among youth have plummeted along with cases of teen pregnancies. Cases of viruses like the flu, COVID-19, and RSV have drastically decreased through the elimination of the cesspools we once called schools. Even the economy is booming; with the elimination of so many teachers by AI instructors, the government is saving millions by only having to pay proctor’s salaries, not teachers’. Not only is the AI free, but it does a better job of individualising the mode of instruction for each student than a single teacher ever could. English Language Learners are flourishing in school because the AI automatically translates the curriculum-mandated lessons to their language of choice and can quickly rephrase lessons and instructions that remain unclear to the student. AI works for the students and with the curriculum and in the incredibly unlikely chance that they still don’t understand what the AI teaches them, online learning forces students to become resourceful to find the answer to their questions online. Resourcefulness is an integral quality in preparing students for the workforce, which, after all, is the entire purpose of school.

The biggest pushback against my online learning strategy has been overly concerned helicopter parents worried about their children’s screen time; my education strategy keeps children safe, at home, and out of trouble. Not to mention, cyberbullying among students has probably gone way down since these kids don’t even turn their cameras on most of the time. Plus, the proctors monitor all online activity, so why would a student even dare to step out of line? With all of the wonders I have achieved as Minister of Education, why would anyone have any reason to complain? Back in the 70s when I was in school, I hated it, got bullied, and couldn’t wait to leave. I can’t count all of the times I got picked on and beaten up by the buffoons I had the displeasure of calling my peers. These children should be thanking me for sparing them the abuse I had to endure. The kids who complain about wanting to go to in-person school don’t even know how lucky they have it or realize all the ways I’m looking out for them. Plus, if they want friends so badly they should just find other ways to make them because that is not the purpose of school. School is for learning information and preparing for the workforce, and the sooner these complainers understand that the sooner they will prosper in our cutting-edge 2032 society.

- Reginald Fairfield, Minister of Education in Ontario, 2023

File:President-Snow-in-The-Hunger-Games.png

2023-11-30T16:46:11Z

Bwardell:

Former Teacher (Gurleen)

2023-11-30T16:40:01Z

Bwardell:

[[File:WhatsApp Image 2023-11-30 at 11.27.18.jpg|500px|thumb|left|alt=Existential loss of education, because there is a lack of knowledge production between student and teacher.|Existential loss of education, because there is a lack of knowledge production between student and teacher.]]
The classroom of Ontario 2032 looks different for every student as they complete their schooling from the comfort and safety of their own home. Students approach experiential learning as text-based learning, simulated experiential learning like science labs, virtual reality field trips, and proctored exams are all conducted from a student’s home. Researchers studying Ontario’s Radical Education System have linked the lack of social interaction in youth to a drastic increase in anxiety disorders, mental health diagnoses, and general social difficulty in the province. Studies have also shown that the general confidence levels of people under the age of 18 have lowered in comparison to previous years, due to a lack of socialisation in the in-person school setting. The success of students’ academic achievement is connected with social groups, clubs, and friendships for healthy social and emotional development.
The transition from in-person to online learning severed peer relationships among youth, causing increased feelings of competitiveness through high marks. Based on these findings, critics of the Fairfield Education System have concluded that the Ontario student body of 2032 has become distant, faceless, and disconnected as a result of this new method of schooling. Some students are losing interest in their education, others are struggling to understand difficult concepts, while others simply are not attending the virtual class sessions.
[[File:WhatsApp Image 2023-11-30 at 11.27.05.jpg|400px|thumb|right|alt=Virtual Learning Space, where Students are Learning from Artificial Intelligence.|Virtual Learning Space, where Students are Learning from Artificial Intelligence.]]
With students struggling with academic interest in the Ontario Education system, the literacy rates of students have been severely impacted. Students are constantly using digital tools to complete written assignments, such as: autocorrect, ChatGPT, and online student companies that prepare assignments for students. Teachers are now using another machine tool, AssignmentCheck, to verify the authenticity of students’ work, with live conferences to assess student learning. With classrooms being online, students taking Math and Science are not performing well on formative and summative assessments, as teachers cannot clearly teach difficult concepts in an online format, translating science laboratories in an online format, and students find it difficult to relate abstract concepts to real life without creating live conditions for Science scenarios.
Courses in the Humanities and Arts are not facing much turbulence, as students are engaging with stories, social, and political issues as a form of catharsis to escape their reality.
Shakespeare is not being critiqued, as students from diverse backgrounds are drawing from their social and political issues, willing to explore their cultural stories, and are researching about their personal, social, and political History, with the fear of losing their cultural identity. Online platforms serve as communities for students, allowing students to engage in stories through Netflix and Youtube, take part in local Art Museum exhibitions, and research languages in the place of the digital world.
Interestingly, teachers are also finding it difficult to accommodate students of various intelligences. Classrooms for Regional Programs, such as the Regional Art Program, Specialist High School Major, International Baccalaureate, Advanced Placement, and Extended French Immersion find that students are struggling to understand difficult and advanced concepts, which leads to a lowered performance on standardised tests. Students are using private schools to boost their marks and find admission into University. Neurologically diverse students feel excluded from regional program schooling, as the classroom is designed for marks, instead of creative assignments, learning, and conferences. Neurologically diverse students find their education to be accessible, finding more independence in navigating through life. Teachers are facing the pressure of providing quality education, meeting the strands of the curriculum and teaching in multimodal ways to reach each student. Education needs a deep thought among educational researchers, educators, and policymakers in Ontario.

Former Teacher (Gurleen)

2023-11-30T16:39:37Z

Bwardell:

[[File:WhatsApp Image 2023-11-30 at 11.27.18.jpg|500px|thumb|left|alt=Existential loss of education, because there is a lack of knowledge production between student and teacher.|Existential loss of education, because there is a lack of knowledge production between student and teacher.]]
The classroom of Ontario 2032 looks different for every student as they complete their schooling from the comfort and safety of their own home. Students approach experiential learning as text-based learning, simulated experiential learning like science labs, virtual reality field trips, and proctored exams are all conducted from a student’s home. Researchers studying Ontario’s Radical Education System have linked the lack of social interaction in youth to a drastic increase in anxiety disorders, mental health diagnoses, and general social difficulty in the province. Studies have also shown that the general confidence levels of people under the age of 18 have lowered in comparison to previous years, due to a lack of socialisation in the in-person school setting. The success of students’ academic achievement is connected with social groups, clubs, and friendships for healthy social and emotional development.
The transition from in-person to online learning severed peer relationships among youth, causing increased feelings of competitiveness through high marks. Based on these findings, critics of the Fairfield Education System have concluded that the Ontario student body of 2032 has become distant, faceless, and disconnected as a result of this new method of schooling. Some students are losing interest in their education, others are struggling to understand difficult concepts, while others simply are not attending the virtual class sessions.
With students struggling with academic interest in the Ontario Education system, the literacy rates of students have been severely impacted. Students are constantly using digital tools to complete written assignments, such as: autocorrect, ChatGPT, and online student companies that prepare assignments for students. Teachers are now using another machine tool, AssignmentCheck, to verify the authenticity of students’ work, with live conferences to assess student learning. With classrooms being online, students taking Math and Science are not performing well on formative and summative assessments, as teachers cannot clearly teach difficult concepts in an online format, translating science laboratories in an online format, and students find it difficult to relate abstract concepts to real life without creating live conditions for Science scenarios.
Courses in the Humanities and Arts are not facing much turbulence, as students are engaging with stories, social, and political issues as a form of catharsis to escape their reality.
Shakespeare is not being critiqued, as students from diverse backgrounds are drawing from their social and political issues, willing to explore their cultural stories, and are researching about their personal, social, and political History, with the fear of losing their cultural identity. Online platforms serve as communities for students, allowing students to engage in stories through Netflix and Youtube, take part in local Art Museum exhibitions, and research languages in the place of the digital world.
[[File:WhatsApp Image 2023-11-30 at 11.27.05.jpg|400px|thumb|right|alt=Virtual Learning Space, where Students are Learning from Artificial Intelligence.|Virtual Learning Space, where Students are Learning from Artificial Intelligence.]]
Interestingly, teachers are also finding it difficult to accommodate students of various intelligences. Classrooms for Regional Programs, such as the Regional Art Program, Specialist High School Major, International Baccalaureate, Advanced Placement, and Extended French Immersion find that students are struggling to understand difficult and advanced concepts, which leads to a lowered performance on standardised tests. Students are using private schools to boost their marks and find admission into University. Neurologically diverse students feel excluded from regional program schooling, as the classroom is designed for marks, instead of creative assignments, learning, and conferences. Neurologically diverse students find their education to be accessible, finding more independence in navigating through life. Teachers are facing the pressure of providing quality education, meeting the strands of the curriculum and teaching in multimodal ways to reach each student. Education needs a deep thought among educational researchers, educators, and policymakers in Ontario.

Former Teacher (Gurleen)

2023-11-30T16:38:42Z

Bwardell:

[[File:WhatsApp Image 2023-11-30 at 11.27.18.jpg|500px|thumb|left|alt=Existential loss of education, because there is a lack of knowledge production between student and teacher.|Existential loss of education, because there is a lack of knowledge production between student and teacher.]]
The classroom of Ontario 2032 looks different for every student as they complete their schooling from the comfort and safety of their own home. Students approach experiential learning as text-based learning, simulated experiential learning like science labs, virtual reality field trips, and proctored exams are all conducted from a student’s home. Researchers studying Ontario’s Radical Education System have linked the lack of social interaction in youth to a drastic increase in anxiety disorders, mental health diagnoses, and general social difficulty in the province. Studies have also shown that the general confidence levels of people under the age of 18 have lowered in comparison to previous years, due to a lack of socialisation in the in-person school setting. The success of students’ academic achievement is connected with social groups, clubs, and friendships for healthy social and emotional development.
The transition from in-person to online learning severed peer relationships among youth, causing increased feelings of competitiveness through high marks. Based on these findings, critics of the Fairfield Education System have concluded that the Ontario student body of 2032 has become distant, faceless, and disconnected as a result of this new method of schooling. Some students are losing interest in their education, others are struggling to understand difficult concepts, while others simply are not attending the virtual class sessions.
With students struggling with academic interest in the Ontario Education system, the literacy rates of students have been severely impacted. Students are constantly using digital tools to complete written assignments, such as: autocorrect, ChatGPT, and online student companies that prepare assignments for students. Teachers are now using another machine tool, AssignmentCheck, to verify the authenticity of students’ work, with live conferences to assess student learning. With classrooms being online, students taking Math and Science are not performing well on formative and summative assessments, as teachers cannot clearly teach difficult concepts in an online format, translating science laboratories in an online format, and students find it difficult to relate abstract concepts to real life without creating live conditions for Science scenarios.
Courses in the Humanities and Arts are not facing much turbulence, as students are engaging with stories, social, and political issues as a form of catharsis to escape their reality.
Shakespeare is not being critiqued, as students from diverse backgrounds are drawing from their social and political issues, willing to explore their cultural stories, and are researching about their personal, social, and political History, with the fear of losing their cultural identity. Online platforms serve as communities for students, allowing students to engage in stories through Netflix and Youtube, take part in local Art Museum exhibitions, and research languages in the place of the digital world.
Interestingly, teachers are also finding it difficult to accommodate students of various intelligences. Classrooms for Regional Programs, such as the Regional Art Program, Specialist High School Major, International Baccalaureate, Advanced Placement, and Extended French Immersion find that students are struggling to understand difficult and advanced concepts, which leads to a lowered performance on standardised tests. Students are using private schools to boost their marks and find admission into University. Neurologically diverse students feel excluded from regional program schooling, as the classroom is designed for marks, instead of creative assignments, learning, and conferences. Neurologically diverse students find their education to be accessible, finding more independence in navigating through life. Teachers are facing the pressure of providing quality education, meeting the strands of the curriculum and teaching in multimodal ways to reach each student. Education needs a deep thought among educational researchers, educators, and policymakers in Ontario.
[[File:WhatsApp Image 2023-11-30 at 11.27.05.jpg|400px|thumb|right|alt=Virtual Learning Space, where Students are Learning from Artificial Intelligence.|Virtual Learning Space, where Students are Learning from Artificial Intelligence.]]

Former Teacher (Gurleen)

2023-11-30T16:37:16Z

Bwardell:

[[File:WhatsApp Image 2023-11-30 at 11.27.18.jpg|500px|thumb|right|alt=Existential loss of education, because there is a lack of knowledge production between student and teacher.|Existential loss of education, because there is a lack of knowledge production between student and teacher.]]
The classroom of Ontario 2032 looks different for every student as they complete their schooling from the comfort and safety of their own home. Students approach experiential learning as text-based learning, simulated experiential learning like science labs, virtual reality field trips, and proctored exams are all conducted from a student’s home. Researchers studying Ontario’s Radical Education System have linked the lack of social interaction in youth to a drastic increase in anxiety disorders, mental health diagnoses, and general social difficulty in the province. Studies have also shown that the general confidence levels of people under the age of 18 have lowered in comparison to previous years, due to a lack of socialisation in the in-person school setting. The success of students’ academic achievement is connected with social groups, clubs, and friendships for healthy social and emotional development.
The transition from in-person to online learning severed peer relationships among youth, causing increased feelings of competitiveness through high marks. Based on these findings, critics of the Fairfield Education System have concluded that the Ontario student body of 2032 has become distant, faceless, and disconnected as a result of this new method of schooling. Some students are losing interest in their education, others are struggling to understand difficult concepts, while others simply are not attending the virtual class sessions.
With students struggling with academic interest in the Ontario Education system, the literacy rates of students have been severely impacted. Students are constantly using digital tools to complete written assignments, such as: autocorrect, ChatGPT, and online student companies that prepare assignments for students. Teachers are now using another machine tool, AssignmentCheck, to verify the authenticity of students’ work, with live conferences to assess student learning. With classrooms being online, students taking Math and Science are not performing well on formative and summative assessments, as teachers cannot clearly teach difficult concepts in an online format, translating science laboratories in an online format, and students find it difficult to relate abstract concepts to real life without creating live conditions for Science scenarios.
Courses in the Humanities and Arts are not facing much turbulence, as students are engaging with stories, social, and political issues as a form of catharsis to escape their reality.
Shakespeare is not being critiqued, as students from diverse backgrounds are drawing from their social and political issues, willing to explore their cultural stories, and are researching about their personal, social, and political History, with the fear of losing their cultural identity. Online platforms serve as communities for students, allowing students to engage in stories through Netflix and Youtube, take part in local Art Museum exhibitions, and research languages in the place of the digital world.
Interestingly, teachers are also finding it difficult to accommodate students of various intelligences. Classrooms for Regional Programs, such as the Regional Art Program, Specialist High School Major, International Baccalaureate, Advanced Placement, and Extended French Immersion find that students are struggling to understand difficult and advanced concepts, which leads to a lowered performance on standardised tests. Students are using private schools to boost their marks and find admission into University. Neurologically diverse students feel excluded from regional program schooling, as the classroom is designed for marks, instead of creative assignments, learning, and conferences. Neurologically diverse students find their education to be accessible, finding more independence in navigating through life. Teachers are facing the pressure of providing quality education, meeting the strands of the curriculum and teaching in multimodal ways to reach each student. Education needs a deep thought among educational researchers, educators, and policymakers in Ontario.
[[File:WhatsApp Image 2023-11-30 at 11.27.05.jpg|400px|thumb|right|alt=Virtual Learning Space, where Students are Learning from Artificial Intelligence.|Virtual Learning Space, where Students are Learning from Artificial Intelligence.]]

Former Teacher (Gurleen)

2023-11-30T16:37:01Z

Bwardell:

[[File:WhatsApp Image 2023-11-30 at 11.27.18.jpg|500px|thumb|right|alt=Existential loss of education, because there is a lack of knowledge production between student and teacher.|Existential loss of education, because there is a lack of knowledge production between student and teacher.]]
The classroom of Ontario 2032 looks different for every student as they complete their schooling from the comfort and safety of their own home. Students approach experiential learning as text-based learning, simulated experiential learning like science labs, virtual reality field trips, and proctored exams are all conducted from a student’s home. Researchers studying Ontario’s Radical Education System have linked the lack of social interaction in youth to a drastic increase in anxiety disorders, mental health diagnoses, and general social difficulty in the province. Studies have also shown that the general confidence levels of people under the age of 18 have lowered in comparison to previous years, due to a lack of socialisation in the in-person school setting. The success of students’ academic achievement is connected with social groups, clubs, and friendships for healthy social and emotional development.
The transition from in-person to online learning severed peer relationships among youth, causing increased feelings of competitiveness through high marks. Based on these findings, critics of the Fairfield Education System have concluded that the Ontario student body of 2032 has become distant, faceless, and disconnected as a result of this new method of schooling. Some students are losing interest in their education, others are struggling to understand difficult concepts, while others simply are not attending the virtual class sessions.
With students struggling with academic interest in the Ontario Education system, the literacy rates of students have been severely impacted. Students are constantly using digital tools to complete written assignments, such as: autocorrect, ChatGPT, and online student companies that prepare assignments for students. Teachers are now using another machine tool, AssignmentCheck, to verify the authenticity of students’ work, with live conferences to assess student learning. With classrooms being online, students taking Math and Science are not performing well on formative and summative assessments, as teachers cannot clearly teach difficult concepts in an online format, translating science laboratories in an online format, and students find it difficult to relate abstract concepts to real life without creating live conditions for Science scenarios.
Courses in the Humanities and Arts are not facing much turbulence, as students are engaging with stories, social, and political issues as a form of catharsis to escape their reality.
Shakespeare is not being critiqued, as students from diverse backgrounds are drawing from their social and political issues, willing to explore their cultural stories, and are researching about their personal, social, and political History, with the fear of losing their cultural identity. Online platforms serve as communities for students, allowing students to engage in stories through Netflix and Youtube, take part in local Art Museum exhibitions, and research languages in the place of the digital world.
Interestingly, teachers are also finding it difficult to accommodate students of various intelligences. Classrooms for Regional Programs, such as the Regional Art Program, Specialist High School Major, International Baccalaureate, Advanced Placement, and Extended French Immersion find that students are struggling to understand difficult and advanced concepts, which leads to a lowered performance on standardised tests. Students are using private schools to boost their marks and find admission into University. Neurologically diverse students feel excluded from regional program schooling, as the classroom is designed for marks, instead of creative assignments, learning, and conferences. Neurologically diverse students find their education to be accessible, finding more independence in navigating through life. Teachers are facing the pressure of providing quality education, meeting the strands of the curriculum and teaching in multimodal ways to reach each student. Education needs a deep thought among educational researchers, educators, and policymakers in Ontario.
[[File:WhatsApp Image 2023-11-30 at 11.27.05.jpg|500px|thumb|right|alt=Virtual Learning Space, where Students are Learning from Artificial Intelligence.|Virtual Learning Space, where Students are Learning from Artificial Intelligence.]]

File:WhatsApp Image 2023-11-30 at 11.27.05.jpg

2023-11-30T16:36:45Z

Bwardell:

File:WhatsApp Image 2023-11-30 at 11.27.18.jpg

2023-11-30T16:31:05Z

Bwardell:

File:WhatsApp Image 2023-11-30 at 11.23.41.jpg

2023-11-30T16:24:46Z

Bwardell:

AI Educator

Phillip Moss - parent (Behlen)

2023-11-30T16:15:02Z

Bwardell: Created page with "The following are transcripts taken from the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated and presented chronologically. A photograph of Phillip (center) and friends in a treehouse, c. 1995. <blockquote>I’d say the most obvious difference has..."

The following are transcripts taken from the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated and presented chronologically.

[[File:Treehouse.jpg|600px|thumb|right|alt=A photograph of Phillip (center) and friends in a treehouse, c. 1995.|A photograph of Phillip (center) and friends in a treehouse, c. 1995.]]

<blockquote>I’d say the most obvious difference has to be the use of free time. Growing up, I used to be out with the neighbour kids for as long as my mom and dad would let me. We’d run around the forest, building tree houses and trying to spear fish in the stream during spawning season. Or, we’d play street hockey until we could barely see one another in the darkness. Even as we got older and more into video games, it was split screen co-op, always a social affair. I’d be lying if I said it didn’t worry me. Whenever I see Ed, he’s always just slouched like a corpse in that desk chair of his. I used to laugh when my old man would say I was vegetating in front of the TV, but it’s starting to make sense to me. One of those things that comes with age, I guess. When I was younger, I used to imagine parenthood being full of play dates, and meeting other parents, but ever since Ed started with this online school, I haven’t met a single one of his friends. He insists they’re there on the computer, playing games and what not. I hope he’s telling the truth. It just seems unnatural to have a class individually. I always thought the socializing is probably just as important as the stuff they teach in school. I knew some homeschooled kids growing up, and they were always on the weird side. God knows what a generation of them would look like.</blockquote>

<blockquote>I’ve been thinking today about dinner conversations growing up. The family gathered around the table, sharing about school, work, and what not. Of course, at that age I didn’t have much outside of school to talk about. Maybe Ed’s just different, but he barely talks about his classes. He’ll go on and on about television shows, or the things he’s writing, or whatever new thing he’s into this week, but never school. I hate being the prying dad, but it’s like pulling teeth with him. I think Maggie does a better job at getting through to him, she’s always had a way with these devices. It all sounds the same to me. Maggie’ll teach me some things here and there, so Ed and I can talk, but the more I try to learn, the older I feel.</blockquote>

<blockquote>Today, Ed and I got into a bit of an argument. It was stupid, but afterwards I couldn’t help but think about how when I was Ed’s age, the first punishment I’d get was no screen time. I almost said that very thing to him today, but it hit me that’s not really something you can do anymore. I remember before Ed was born, people used to talk about screen time, firewalls, banned sites and what not. Seems like most people these days have given up on any sort of online moderation. Anyone short of some IT professional is never going to be able to outsmart some of these kids. Everything has a workaround these days.</blockquote>

Phillip Moss (parent)

2023-11-30T16:12:23Z

File:1 6361912.jpg

2023-11-30T16:09:07Z

Bwardell:

TDSB teachers striking following the controversial annoucement of the online schools policy.

Parent (Behlen)

2023-11-29T16:28:48Z

Bwardell:

Parent (Behlen)

2023-11-29T16:27:57Z

Bwardell:

The following are transcripts taken from the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated and presented chronologically.

[[File:Treehouse.jpg|600px|thumb|right|alt=A photograph of Phillip (center) and friends in a treehouse (undated).|A photograph of Phillip (center) and friends in a treehouse, c. 1995.]]

<blockquote>I’d say the most obvious difference has to be the use of free time. Growing up, I used to be out with the neighbour kids for as long as my mom and dad would let me. We’d run around the forest, building tree houses and trying to spear fish in the stream during spawning season. Or, we’d play street hockey until we could barely see one another in the darkness. Even as we got older and more into video games, it was split screen co-op, always a social affair. I’d be lying if I said it didn’t worry me. Whenever I see Ed, he’s always just slouched like a corpse in that desk chair of his. I used to laugh when my old man would say I was vegetating in front of the TV, but it’s starting to make sense to me. One of those things that comes with age, I guess. When I was younger, I used to imagine parenthood being full of play dates, and meeting other parents, but ever since Ed started with this online school, I haven’t met a single one of his friends. He insists they’re there on the computer, playing games and what not. I hope he’s telling the truth. It just seems unnatural to have a class individually. I always thought the socializing is probably just as important as the stuff they teach in school. I knew some homeschooled kids growing up, and they were always on the weird side. God knows what a generation of them would look like.</blockquote>

<blockquote>I’ve been thinking today about dinner conversations growing up. The family gathered around the table, sharing about school, work, and what not. Of course, at that age I didn’t have much outside of school to talk about. Maybe Ed’s just different, but he barely talks about his classes. He’ll go on and on about television shows, or the things he’s writing, or whatever new thing he’s into this week, but never school. I hate being the prying dad, but it’s like pulling teeth with him. I think Maggie does a better job at getting through to him, she’s always had a way with these devices. It all sounds the same to me. Maggie’ll teach me some things here and there, so Ed and I can talk, but the more I try to learn, the older I feel.</blockquote>

<blockquote>Today, Ed and I got into a bit of an argument. It was stupid, but afterwards I couldn’t help but think about how when I was Ed’s age, the first punishment I’d get was no screen time. I almost said that very thing to him today, but it hit me that’s not really something you can do anymore. I remember before Ed was born, people used to talk about screen time, firewalls, banned sites and what not. Seems like most people these days have given up on any sort of online moderation. Anyone short of some IT professional is never going to be able to outsmart some of these kids. Everything has a workaround these days.</blockquote>

Parent (Behlen)

2023-11-29T16:26:49Z

Bwardell:

The following are transcripts taken the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated and presented chronologically.

[[File:Treehouse.jpg|600px|thumb|right|alt=A photograph of Phillip (center) and friends in a treehouse (undated).|A photograph of Phillip (center) and friends in a treehouse, c. 1995.]]

<blockquote>I’d say the most obvious difference has to be the use of free time. Growing up, I used to be out with the neighbour kids for as long as my mom and dad would let me. We’d run around the forest, building tree houses and trying to spear fish in the stream during spawning season. Or, we’d play street hockey until we could barely see one another in the darkness. Even as we got older and more into video games, it was split screen co-op, always a social affair. I’d be lying if I said it didn’t worry me. Whenever I see Ed, he’s always just slouched like a corpse in that desk chair of his. I used to laugh when my old man would say I was vegetating in from of the TV, but it’s starting to make sense to me. One of those things that comes with age, I guess. When I was younger, I used to imagine parenthood being full of play dates, and meeting other parents, but ever since Ed started with this online school, I haven’t met a single one of his friends. He insists they’re there on the computer, playing games and what not. I hope he’s telling the truth. It just seems unnatural to have a class individually. I always thought the socialising is probably just as important as the stuff they teach in school. I knew some homeschooled kids growing up and they were always on the weird side. God knows what a generation of them would look like.</blockquote>

<blockquote>I’ve been thinking today about dinner conversations growing up. The family gathered around the table, sharing about school, work, and what not. Of course, at that age I didn’t have much outside of school to talk about. Maybe Ed’s just different but he barely talks about his classes. He’ll go on and on about television shows, or the things he’s writing, or whatever new thing he’s into this week, but never school. I hate being the prying dad but it’s like pulling teeth with him. I think Maggie does a better job at getting through to him, she’s always had a way with these devices. It all sounds the same to me. Maggie’ll teach me some things here and there, so Ed and I can talk, but I the more I try to learn, the older I feel.</blockquote>

<blockquote>Today Ed and I got into a bit of an argument. It was stupid, but afterwards I couldn’t help but think about how when I was Ed’s age, the first punishment I’d get was no screen time. I almost said that very thing to him today but it hit me that’s not really something you can do anymore. I remember before Ed was born, people used to talk about screen time, firewalls, banned sites and what not. Seems like most people these days have given up on any sort of online moderation. Anyone short of some IT professional is never going to be able to outsmart some of these kids. Everything has a workaround these days.</blockquote>

Parent (Behlen)

2023-11-29T16:23:06Z

Bwardell:

The following are transcripts taken the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated, and presented chronologically.

[[File:Treehouse.jpg|600px|thumb|right|alt=A photograph of Phillip (center) and friends in a treehouse (undated).|A photograph of Phillip (center) and friends in a treehouse, c. 1995.]]

<blockquote>I’d say the most obvious difference has to be the use of free time. Growing up, I used to be out with the neighbour kids for as long as my mom and dad would let me. We’d run around the forest, building tree houses and trying to spear fish in the stream during spawning season. Or, we’d play street hockey until we could barely see one another in the darkness. Even as we got older and more into video games, it was split screen co-op, always a social affair. I’d be lying if I said it didn’t worry me. Whenever I see Ed, he’s always just slouched like a corpse in that desk chair of his. I used to laugh when my old man would say I was vegetating in from of the TV, but it’s starting to make sense to me. One of those things that comes with age, I guess. When I was younger, I used to imagine parenthood being full of play dates, and meeting other parents, but ever since Ed started with this online school, I haven’t met a single one of his friends. He insists they’re there on the computer, playing games and what not. I hope he’s telling the truth. It just seems unnatural to have a class individually. I always thought the socialising is probably just as important as the stuff they teach in school. I knew some homeschooled kids growing up and they were always on the weird side. God knows what a generation of them would look like.</blockquote>

<blockquote>I’ve been thinking today about dinner conversations growing up. The family gathered around the table, sharing about school, work, and what not. Of course, at that age I didn’t have much outside of school to talk about. Maybe Ed’s just different but he barely talks about his classes. He’ll go on and on about television shows, or the things he’s writing, or whatever new thing he’s into this week, but never school. I hate being the prying dad but it’s like pulling teeth with him. I think Maggie does a better job at getting through to him, she’s always had a way with these devices. It all sounds the same to me. Maggie’ll teach me some things here and there, so Ed and I can talk, but I the more I try to learn, the older I feel.</blockquote>

<blockquote>Today Ed and I got into a bit of an argument. It was stupid, but afterwards I couldn’t help but think about how when I was Ed’s age, the first punishment I’d get was no screen time. I almost said that very thing to him today but it hit me that’s not really something you can do anymore. I remember before Ed was born, people used to talk about screen time, firewalls, banned sites and what not. Seems like most people these days have given up on any sort of online moderation. Anyone short of some IT professional is never going to be able to outsmart some of these kids. Everything has a workaround these days.</blockquote>

File:Treehouse.jpg

2023-11-29T16:20:16Z

Bwardell:

A photograph of Phillip (center) and friends in a treehouse (undated).

Parent (Behlen)

2023-11-29T16:06:32Z

Bwardell: Created page with "The following are transcripts taken the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated, and presented chronologically. <blockquote>I’d say the most obvious difference has to be the use of free time. Growing up, I used to be out with the neighbour kids for as long as my mom and dad would let me. We’d run around the forest, building tree houses and trying to..."

The following are transcripts taken the personal journal of Phillip Moss, father of Edward Moss, an eleventh grade student enrolled in Ontario's new online schooling system. The entries are undated, and presented chronologically.

<blockquote>I’d say the most obvious difference has to be the use of free time. Growing up, I used to be out with the neighbour kids for as long as my mom and dad would let me. We’d run around the forest, building tree houses and trying to spear fish in the stream during spawning season. Or, we’d play street hockey until we could barely see one another in the darkness. Even as we got older and more into video games, it was split screen co-op, always a social affair. I’d be lying if I said it didn’t worry me. Whenever I see Ed, he’s always just slouched like a corpse in that desk chair of his. I used to laugh when my old man would say I was vegetating in from of the TV, but it’s starting to make sense to me. One of those things that comes with age, I guess. When I was younger, I used to imagine parenthood being full of play dates, and meeting other parents, but ever since Ed started with this online school, I haven’t met a single one of his friends. He insists they’re there on the computer, playing games and what not. I hope he’s telling the truth. It just seems unnatural to have a class individually. I always thought the socialising is probably just as important as the stuff they teach in school. I knew some homeschooled kids growing up and they were always on the weird side. God knows what a generation of them would look like.</blockquote>

<blockquote>I’ve been thinking today about dinner conversations growing up. The family gathered around the table, sharing about school, work, and what not. Of course, at that age I didn’t have much outside of school to talk about. Maybe Ed’s just different but he barely talks about his classes. He’ll go on and on about television shows, or the things he’s writing, or whatever new thing he’s into this week, but never school. I hate being the prying dad but it’s like pulling teeth with him. I think Maggie does a better job at getting through to him, she’s always had a way with these devices. It all sounds the same to me. Maggie’ll teach me some things here and there, so Ed and I can talk, but I the more I try to learn, the older I feel.</blockquote>

<blockquote>Today Ed and I got into a bit of an argument. It was stupid, but afterwards I couldn’t help but think about how when I was Ed’s age, the first punishment I’d get was no screen time. I almost said that very thing to him today but it hit me that’s not really something you can do anymore. I remember before Ed was born, people used to talk about screen time, firewalls, banned sites and what not. Seems like most people these days have given up on any sort of online moderation. Anyone short of some IT professional is never going to be able to outsmart some of these kids. Everything has a workaround these days.</blockquote>