Blog Posts

Happy Web 3 Birthday to Me

This week marks my 1 year anniversary in web3. My web3 birth was on 11/10/21 when I became the owner of the ENS domain dagan.eth. Unless you count the ethereum I purchased to exchange for the domain, it’s the first token I ever purchased on the blockchain. The transaction hash is:


Since then, I have reached a number of important personal milestones:

  • Presented at three conference events on web3
  • Started an NFT club at my middle school
  • Joined a DAO for educators
  • Attended an exclusive event at the World Trade Center for the owners of a specific NFT
  • Published 30 issues of a web3/education newsletter
  • Purchased many more NFTs

I have three main reflections to share after living for one year immersed in web3:

  1. We’re still early
  2. It still doesn’t work…yet
  3. We’ll figure it out

Planes and Blockchains

I will be using planes and flight to help describe what I’ve learned. Understanding where planes came from and how we got here is useful imagery for understanding web3. As author Steve Parrish of The Great Mental Models said, “The quality of our thinking is proportional to the models in our head.”

It’s written into the history of humankind that on December 17, 1903, the Wright Brothers made the first controlled, sustained flight of a powered aircraft near Kitty Hawk, North Carolina.

The history of flight did not start with that event. There was kite flying in China, designs of various flying machines by da Vinci made, attempts at hot air balloon flights, “the flying man”, you get the idea.

Let’s take a look into the past to help us understand more about what we may see in the future.

Dirigibles and Tokens aka “We’re Still Early”

Lesson 1: We’re still early

We are in the “dirigible”, or “airship” phase of crypto and NFTs. This can refer to both the language that we use and what the technology looks like.

Dirigibles are those big metallic lube-looking things that were invented in the early 20th century. Your image of them might be from the cover of the Led Zeppelin I album or that horrific video of the Hindenburg disaster from 100 years ago. There were a number of terms that were used throughout their development, “zeppelin”, “aerostat”, “airship”, or “blimp.”

We don’t think of aircraft in those terms anymore. We just call all anything that flies through the sky an “airplane.” Similarly, I don’t foresee a future in which we still use the term “non-fungible token” or “cryptocurrency.” In the meantime, we have prototyped other terms as replacements, such as “token”, “digital asset” or my favorite, “magic internet money.”

As this technology becomes more widely adopted those terms will become outdated and will no longer make sense. A similar example today is how “surfing the information super highway” is an unusable phrase. The terminology of web3 will change as the utility of crypto and NFTs changes with it.

The claims about crypto and blockchain being “just a phase” is a sign of how early things are. The proclamations that we should “move on” from web3 are signals that we have reached the adoption bottom. Remember the famous Daily Mail headline from 1994, “Internet ‘may be just a passing fad as millions give up on it’.” Do you think the internet was a passing fad?

I admit that I get overzealous putting the pieces of the web3 puzzle together in my head. It is a fun exercise to imagine the use cases when designing my preferred future.

I have also learned that things are really early. There is a tremendous amount of room still to grow. And that’s a good thing. We will get to experience all future phases of growth by taking an early interest as builders in this space.

Stick around, that dirigible one day will become a jet plane. Just like how that token one day will become “magic internet money.”

The Metaverse is a Hot Air Balloon aka “It Still Doesn’t Work…Yet”

Lesson 2: It still doesn’t work…yet

Imagine you’ve created something accessible by a limited number of people, functions sporadically, and whose use could potentially result in dangerous outcomes. I am not talking about interacting on the blockchain, I am talking about the first hot air balloons.

The two have a lot in common.

Web3 does “work.” I can purchase crypto, transfer it to my wallet, and transact on the blockchain with digital tokens.

Yet it doesn’t “work” in the sense that it is not easy to use, very few people have the tools to use it, and it’s not completely safe. There’s nothing wrong with that. Early forms of the internet behaved similarly.

I can share an example of one of my favorite early internet memories. It was the Mike Tyson-James “Buster” Douglas fight in 1990. We had an internet connection at our house and we were able to access updates after each round by entering text commands. It felt pretty cutting-edge to be receiving real-time information about an event happening on the other side of the globe without a cable TV broadcast.

That was a far cry from the internet we know today. Far removed from the internet that we knew ten years ago, or even the first graphic-based/hyperlinked internet from almost 30 years ago.

The parallels with web3 are similar. The Carlson curve helps us understand that over time almost all technology experiences both a decrease in cost and an increase in performance.

In 1994 downloading a song on Netscape 1.0 using a 56 kbps modem took over 10 minutes. It cost about $4,000 in today’s dollars to buy the Macintosh Classic II that you’d be doing that on. That machine had about 40 MB of storage and 2 MB of RAM.

Today a Meta Quest Pro VR headset that allows you to experience fully immersive 3D environments costs $1,400. It has 256GB storage and 12GB RAM. We have computers that fit in our pockets that can live stream millions of songs at any time from anywhere in the world.

So while many web3 experiences that we have available today may feel like early 1990s internet, we’ll get there. This leads me to my final reflection.

From Airships to Rocketships aka “We’ll Figure it Out”

Lesson 3: We’ll figure it out

It was 65 years between the first powered and controlled flight on earth in 1903 to the first human lunar landing in 1969. That’s pretty impressive.

Amazing things happen when technology catches up with humankind’s knowledge and desires. It produces the aforementioned lunar landing. It also produced electricity, the compass, penicillin, and of course the internet which is still evolving to this day.

One day we’ll be accessing an ever-present, inter-operable, immersive world with value exchange. It sounds crazy to say that. I believe the future will be even more “out there” than that. In 1903 making the prediction that we would be using air travel to land on the moon was pretty out there too.

A future with brain-computer interfaces is on the horizon. The ability to experience things with our brains that our eyes cannot see is going to happen. Living in multiple “worlds” with expanded communities and societies will be built in the next 50, 75, and 100 years.

The technology feels clunky now so it is hard to imagine all of these pieces coming together to create the novel future that I am explaining. I have listened through a lot of theorizing, conjecture, grandiose promises, and dire predictions during the past year that has forced me to question these possibilities. Having done the work to examine these futures with a skeptical and critical eye, I am comfortable saying that we will figure out how to bring blockchain technology into our future societies.

The Dream is Alive aka “A New Age Begins”

Prologue: A new age begins

Over this past year, I have experienced waves of surety and doubt about whether a blockchain-enabled future is real. There have been moments where I ask myself “what the hell am I thinking?” Maybe I am “sipping the web3 kool-aide.” Am I falling for the illusion that is being sold by charlatans? Am I one of the techno-clowns buying into that illusion?

If I didn’t see and experience some of the things this technology promises I probably wouldn’t believe it myself.

What I have come to understand during this year of exploration and learning is that the world will never be the same. In the future, we will speak about the post-COVID 2020s as being the moment when we entered a new era of how we (re)define the human experience.

I have concluded that there will be three things that define this human experience: ownership, value, and trust. Ownership in the way of NFTs (property), value in the way of cryptocurrency (money), and trust in the way of the blockchain (belief).

“To the moon” as we say in web3 lingo. It’s more than a meme, it’s an explanation of our shared human story.

Ed3 Weekly: #ed3con22

This is a very exciting week in the world of ed3. The first ED3 DAO conference will be held from Friday to Sunday in the ed3verse. There are a number of diverse speakers and presenters coming to share their work around web3 and education.

The issue this week is a special conference edition of Ed3 Weekly.

There is not enough room in the newsletter to cover everybody who is presenting, so my goal is to focus on the primary sessions for each day.

You can see the entire schedule of the conference here. If you’re reading this up to or on November 11 or 12, sign up and come participate. A few spots remain!

If you’re not able to attend hopefully this summary will help introduce you to some new people and platforms that are out there in the ed3 space.

Day 1️⃣

❓ Why web3 🌐 The internet of education 💻 Web3 edtech

Day 2️⃣

🏫 Higher ed 🔑 Crypto 👷 Building cities

Day 3️⃣

🧩 Solving big problems 🫂 Supporting diverse communities 🎓 The power of credentials

Day 1

Day 1 will start with a kickoff from the Ed3DAO founders Vritti Saraf and Mike Peck. The title of their talk is “What is Web3 and Why Does It Matter in Education?” They explain their thinking in detail in this feature article that they wrote for Getting Smart.

The Edtalks will start with a session on “The Internet of Education” with the Learning Economy Foundation, a steward of learning in web3, blockchain, crypto, ad DAOs, and Digital Promise, a global nonprofit working with educators, researchers, technology leaders, and communities to design, investigate, and scale up innovations that empower learners.

The final session will be on the “Landscape of Venture Backed Web3” with representatives of G20 Ventures, a capital partner that helps Web3 communities grow, and GSV Ventures a female-led, multi-stage venture capital firm investing in the $7+ trillion education technology sector across “Pre-K to Gray.”

Day 2

The second day of the conference will start with “Building a Web3 Center for Excellence in Higher Education.” This talk will be led by a Fordham University representative discussing the mechanics of building a web3 Center for Excellence at the university level. 

The other two Edtalks cover “The Crypto Renaissance for Education: Web3 as Recreation Ad Fontes” with Josh Rosenthal and “What if You Could Build a City from Scratch?” with City DAO.

Day 3

The final day of the conference will start off talking about “Solving big problems with learning, earning, and living” with Getting Smart.

The middle part of the Edtalk lineup will feature a large panel discussion on “Building Web3 Communities for Diverse Members.” Sharing will be the co-founder of Hug, the community lead at MAVIONWorld, the co-founder of Black Creators DAO, and the Head of Community at Flooz.

Public Consulting Group, Digital Credentials Consortium MIT, and Metacrafters will deliver the final Edtalk discussing “The inequity of grades & the power of credentials.”

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: To Whom It May Concern

Jason Henry for The New York Times

I’ve been reflecting deeply while preparing my presentation for the upcoming “Web3 & the Evolution of Education Unconference” with the Ed3DAO. I’ve been considering use cases, mental models, equity, access, relevance, scams, and so much more.

Web3 is a complex topic. There is a number of viewpoints about what it is and what it will (or won’t) be. As an educator, I need to use a critical lens to dissect the various options in order to identify what is the relevant information.

That’s where this newsletter comes in. I have a passion for sharing resources that add value to your job as an educator. I use my experience working with students and teachers to curate the information that you need.

This week I touch on some topics that are on the bleeding edge of concern in many educator circles. The dangers of AI, using NFTs to incentivize learning, teens in the metaverse, and VR education solutions. I am grateful that we have the opportunity to jump into the conversations early so we can help to shape the implementation of these technologies in our classrooms.

All of these articles are things that I am considering as I craft my presentation about “the key components of web3 that will transform society and education and the future-ready skills that are essential for engaging with this transformation.”

I look forward to a special “Web3 & the Evolution of Education Unconference” issue next week. But for now please enjoy this week’s resources on:

🤖 Like it or not AI is here, this article will help you understand who is driving its adoption

🎟 Story about how a classroom is using NFTs to increase student engagement

📃 Read a major report about GenZ and the future of learning in the metaverse

🧑‍🎓 This company outlines how VR can be used in your K-12 classroom

Why is Everyone Talking About Generative A.I.?

As the title of this New York Times article states, AI is definitely having its “coming out moment.” It’s for good reason. The technology has reached an inflection point where there are free and easy-to-use tools for image and text generation.

It is important to understand where these tools come from, who is designing them, and how it all fits into innovations in technology. One quote stands out, “You can’t put the genie back in the bottle, but you can at least have everyone look at the genie.”

Using NFTs for Positive Reinforcement

As educators, we are very aware of the dangers of positive reinforcement models. Many of us have at least a passing familiarity with Alfie Kohn’s “Punished By Rewards.”

So the idea of using NFTs to encourage participation by students will probably be met with eye rolls and sighs. But before we all “poo-poo” the idea, it is important to understand why and how it’s being used. Keep an open mind and learn about this example in the Dallas school system.

Report on Gen Z and the Future of Learning in the Metaverse

Here is a thorough report about the metaverse from the Federation of Awarding Bodies out of the UK. You can read some background on the report here.

What makes this particular report interesting is it focuses on how Gen Z will be interacting with this technology. The forward to the report uses this famous Abraham Lincoln quote, “The philosophy of the school room in one generation will be the philosophy of government in the next.” Learn more about what those schoolroom philosophies will be in the future.

VR and the Way Students Learn

In reading through “Gen Z & The Future of Learning in The Metaverse” this company was particularly interesting. They have built out a number of VR learning environments and objects. These are ready to use and accessible through their website with a monthly subscription.

I haven’t tried any of the learning tools yet, but just viewing some of their sample videos, like this cadaver lab, gets me excited. I never thought I’d get excited about a cadaver lab, but the advancements in this technology are worthy of our attention.

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: Do You NFT?

I imagine a future in which interactions on the blockchain are so commonplace that you won’t even know you are doing it. Like the internet of today, it isn’t even a conscious thought to “surf the world wide web.” There’s no modem. No “dialing in.” No cords to plug in or discs to load. The internet just is.

We all know how clunky some of the web3 technologies are. Opening your crypto wallet, signing your keys, and transferring eth to approve a transaction. It’s almost like using the internet in 1991! For many that doesn’t matter. Apparently, it suffices that it’s cool, it’s fun, and it’s cutting-edge.

It is true that first adopters will forgo the inconveniences of new technology because it’s new. But what about the rest of us? And what about when it isn’t new anymore? There will come a point where the need to interact with the blockchain will be so strong that the technology will NEED to improve.

But we’re not there yet.

The examples this week are actionable changes that are doing the work to move this technology from “soon” to “now.”

🏫 Learn about a virtual reality charter school that is up and running in Florida

📖 Engage with a series of articles from Coindesk on how the world’s top universities are teaching blockchain, crypto, and Web3

💃 Read about how metaverse platforms are transforming online clothes shopping for consumers

💰 A huge investment to expand access to educational resources for Latinas

This Educator Launched The World’s First Virtual Reality Charter School

This is one of the most inspiring stories in ed3 that I have come across. The world’s first-ever virtual reality charter school is up and running in Florida thanks to the work of innovative educator Adam Mangana.

For a deeper dive, I’d suggest this podcast interview with the National Association of Independent Schools. New View Edu by NAIS is one of my go-to podcasts for innovations in education. It is exciting to see their coverage of a virtual reality charter school.

You might be surprised at some of his propositions. That student agency might be less important than we think, how teachers will be more important than ever in a VR-integrated education system, and why our two greatest teachers never knew how to read or write.

CoinDesk Presents Education Week

Are you ready for a higher education blockchain, crypto, and Web3 deep-dive? Coindesk has been committed to its coverage of how top universities are innovating in this space.

There are 10 featured articles in this series along with a number of others. I’d suggest this article on the interdisciplinary nature of web3. There is the potential for this technology to help support a more integrated future curriculum that fosters a variety of skills.

Weaving Web3, NFT, and Metaverse Utilities with the Fashion Industry

A key to further adoption of web3 is for young people to see themselves in the technology. As mentioned in the intro, it is also about using blockchain without even knowing that we’re doing it.

The fashion industry is working behind the scenes to build a very strong infrastructure incorporating AI, VR, and the metaverse. This article details the work of financier turned blockchain company founder Emma Liu and her business ChainGuardians.

Bringing 5 Million Latinas into Web3

I keep hearing more and more about Latin America as being the happening place for emerging web3 projects. I also am hearing about the role that women are playing as key builders. This announcement is exciting news for the continued growth of women web3 founders in this emerging region.

As detailed in the article this will mean “$25 million worth of free NFT domains to 5 million Latinas to help them build and control their digital identity.” That’s no small endeavor and should contribute to additional growth. It should also help move us to a future where we are interacting with the blockchain without even knowing it.

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: New Peaks, New Views

There is an idea that as you climb a mountain you encounter incremental peaks along the way. With each sequential peak, a new one comes into view. My web3 journey has been unfolding in this way over the past month. As I come up on a full year of immersing myself in this 100% I keep seeing a new peak emerge after each new summit that I reach.

Right now I feel like I am seeing the Rocky Mountain Range through. I’ll never forget the feeling I had when I first saw the Rockies and saw peak after peak after peak. I soon learned from one of the locals that they refer to these as “14ers.” I live at the base of a 14,000-foot mountain in Hawaiʻi Island, so I know the grandeur of one of these mountains. But to see dozens of these all in one place is awe-inspiring.

So what does this have to do with web3 and education? As my knowledge and awareness have increased, so has my view of these 14,000-foot mountains. The resources for this week are just a couple of examples of the new peaks that are coming into view.

One example of this thorough exploration by The Atlantic of the differences between web3 and web3.0. I had no idea these were actually two different things. It also examines the subtle (and not-so-subtle) differences in how decentralization is understood by developers. This is a concept that I would have struggled to digest had I not been climbing the previous peaks that brought these understandings into view

Similarly, this blog post by the Open Music Initiative is about their collaboration with Berklee College of Music. They have partnered to create a blockchain-enabled ecosystem that will allow musicians to license their music to visual media students at universities across higher ed.

The two final resources for the week also helped to push my view of the web3 landscape. This includes a story about a Senior High School student using cryptocurrency to crowdfund for a charity. And finally, a summary of a major gaming and metaverse company acquiring an interactive education app.

Altogether these are examples of how my understanding of how education and web3 have reached new levels. These are new peaks that are only possible by the previous journeys I have gone through. I look forward to growing my understanding as I continue to climb the seemingly endless mountain of information about the blockchain, metaverse, and NFTs.

Check everything out linked below:

🤓 Deepen your understanding of the differences between web3 and web3.0

🎶 Learn how Berklee College of Music is helping students earn using the blockchain

🫴 Read about high school students raising money for charities through cryptocurrencies

🎥 Watch a video explaining a major acquisition of an education application that helps teachers monetize their creations

“The Battle for the Soul of the Web” – The Atlantic

I almost saved this article for its own newsletter. It has had a strong impact on my understanding of web3 and decentralization. I think it is better to share this article rather than try and process the entire thing.

We are all very new to this technology, but there are some who have been thinking about a decentralized web for longer than others. This article is an informative deep dive into the people shaping the next iteration of the internet. It is also a helpful primer on the differences and similarities between web3, web3.0, and a decentralized web.

Berklee and the Open Music Initiative Collaboration

I first came across the idea of blockchain from a musicianʻs perspective. It always bothered me that there was no way to verify ownership of digital music files. The first iTunes monetization model didnʻt make sense, and neither do the current streaming models.

This blog post represents an exciting advancement that will help support the next generation of musicians and creatives. These types of advancements are what make me think that we will look back at our current ways of doing things and realize how archaic they actually are.

Cryptocurrency, Philanthropy, and a High School Capstone Project

Cryptocurrency and capstone…😍 Just seeing these two worlds together warms my heart. For those who arenʻt aware, my current position is as the director of the capstone program for my K-8 school.

I have guided student projects around VR and have led a student-run NFT club as well, but have yet to have a student incorporate crypto into their project. I have a feeling that this story about a Senior in Connecticut using crypto to help support local charities will be the first of many more to come.

Animoca Brands Acquires TinyTap and Brings it into Web3

Teachers Pay Teachers can be a pretty divisive topic in many educator circles. Do we like seeing teachers earn extra income from the original resources that they create? Of course, we do! But are we OK supporting a system that lacks a layer of accountability and allows members to steal and exploit original content for their own gain? Hell no!

TinyTap is a platform that is one small step towards squaring the problem. Using blockchain technology and an intuitive platform, teachers are able to build lessons and resources that can be sold to earn income. This video outlines the acquisition of TinyTap by Animoca Brands, major digital gaming, and metaverse company.

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: The Good, the Could be Bad, and Definitely Not the Ugly

Image by Walmart

“The military also buys soap and water, but that doesn’t mean soap and water must be boycotted by those who hate war. They also buy pencils, and it’s perfectly clear to me that a man could use a pencil as a dagger or he could write a prescription to save a child’s life. So how tools are used is not the responsibility of the inventor.”

– Buckminster Fuller, Playboy Interview

The past few weeks have featured some fascinating advancements with AI technology. Meta announced an AI tool that creates video from text, DALL-E revealed its image creator is open to all users, and AI music…well that’s been happening for a couple of years now.

Along with these advancements have come a number of concerns about privacy, data, and the line between human and technological design. Narratives have emerged that try to paint the technology itself as the culprit. The quote by Mr. Fuller expresses the idea that it is not the tool, but how it is used.

Some of the resources for this week really push this idea to its edges. One of these is the highly sensitive area of marketing to kids in the metaverse. This CNBC article looks at how Walmart is testing this out in Roblox.

Issues around plagiarism have arisen as well as AI technology has improved at composing paragraphs and even full essays. In these cases, a fundamental question is at play. Is a piece of writing still an original creation if I have programmed something to write it for me?

Thankfully it’s not all doom and gloom. Education writer and teacher Scott David Meyers outlines how universities are using decentralized models to create and share knowledge.

There does appear to be a need for some sort of oversight and regulation within these industries regardless of how we view the impacts of these technologies on society. The final resource for this week is a detailed report by McKinsey & Company on web3.

All of the resources for this week help us dive into these ideas in detail. They help us look closely at the idea that Mr. Fuller was espousing, it’s not the tool itself that’s good or bad, but how it’s used.

Check everything out linked below:

🛍 Walmart wants to see how kids will shop in the metaverse

✏️ How will student writing be impacted by AI?

🏫 Universities continue to explore decentralized models

📄 Major report from McKinsey on web3

Major Retailer Looks into Shopping in the Metaverse

Walmart has experimented with TikTok, Twitter, and YouTube to draw in a new generation of shoppers. It looks like the metaverse is next.

This article from CNBC outlines Walmart’s strategy to use the metaverse platform Roblox to target spenders. In addition, Walmart has also been pursuing a number of metaverse-related trademarks as well. How this all plays out will be very impactful on how retail and consumerism merge in the immersive internet, especially for our kids.

AI in Our Classrooms

Advancements in AI technology have pushed conversations on plagiarism to the edge. I have heard from a number of educators who just don’t know how to square the idea that AI can compose essays that are indistinguishable from student-produced work.

This medium article by an international learning designer examines this topic from a number of angles. Investor/podcaster/Web3 writer Packy McCormick tackles this issue as well when thinking about the future of learning for his own kids.

How Web3 Communities are Being Used for Academic Research

For all the challenges that new technology is presenting to educators, there are some bright spots out there. One of these is how universities are leveraging decentralized systems for research. This summary provides some insights into cases involving Stanford University and the University of Arizona.

Report on the Potential of Web3

McKinsey & Company is a well-known global consultancy. Their reports are widely read and considered a reliable resource for data and trends. The fact that they dedicated an eleven-page report to web3 is telling.

There are always those “we have arrived” moments, and this report is one of them. There is a lot covered in the report. Most of it is finance and crypto-related, but there is coverage of a diverse range of topics as well. It covers blockchain and dapps, as well as a nice summary of a potential web3 “endgame.”

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: Let’s Tie This Together

Ed3 Educators NFT mock-up by Ed3DAO

Hello educator and web3 frens,

While I have just recently started posting these newsletters to my blog, this is actually my 25th issue, wow! Every milestone, every subscriber, and every new issue reminds me how exciting this adventure has been and continues to be. So thank you for being here as I hit another marker on this journey.

In this newsletter, I am always trying to identify connections. My purpose is to create ties between emerging web3 technology and the learning we are curating in our classrooms. I look at information as a big puzzle. My goal is to put the pieces together so a bigger picture appears.

As a curious educator, the picture is getting clearer through the fog of hype. There are a number of components to this mosaic. One of these is the democratization of learning institutions through DAOs. Another is accessing learning about crypto and finance from non-traditional sources. A third piece is how NFTs will be used in our classrooms. Finally, what will the impact be of large NFT projects in funding the creator ecosystem?

The resources for this week speak to those four pieces. Check out the resources linked below:

🏢 Ed3DAO co-founders write about the impact of DAOs in our schools

🧠 Interview with the BFFs NFT project BFFs about crypto education

🧑‍🏫 A short summary of the different use cases for NFTs in our classroom

🚀 Major funding announcement that values Doodles NFT at $700M

Decentralized Organizations for Educational Institutions

Have you been searching for a detailed, well-researched, and comprehensive summary of DAOs in schools? This feature article written by two co-founders of the Ed3 DAO provides all of this in this article from Getting Smart.

Learn about democratizing learning organizations, models for living, earning, and learning, and why human-centered systems are the goal.

NFT Project BFF Supports Crypto Education

“We are building the basics of Web3 like we built the internet back in the ‘90s.”

It’s statements like this from a recent interview with NFT project founders that inspire me as an educator. Imagine having the level of access that we enjoy now that we did at the start of the internet revolution of the 1990s?

The irony is that we didn’t know any better back then because we hadn’t yet created the very thing that has democratized information. This project is a great example of the resources that we can connect our students to in order to learn more about web3, crypto, and NFTs.

NFTs in our K-12 Schools

This short article is another example of how the web3 conversation continues to move into mainstream discussions at our schools. In fact, this article was emailed to me by our school’s educational technologist as she knows I have an interest in NFTs.

Little did she know that I m actually the community growth manager for the Ed3DAO that is mentioned in the article. It was a humorous reminder that I might be so far down the rabbit hole that others can’t even see where I’m at.

Huge Valuation for Doodles, a Popular NFT Project

There are a couple NFT projects that transcend pop culture. Bored Ape Yacht Club is one, and Doodles might be the only other. With recent announcements like this one, Doodles might be positioning itself to take over the top spot.

Things like this are important events for our young people. We live in a brand-driven world. The potential for an NFT project to become a major brand alongside Nike, Lululemon, or Disney will have a major impact on this next generation.

We have yet to see if an NFT project can make this jump from web3 to the world, but if any project is positioned to do it, Doodles would be the one.

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: Survival

[Photos: PM Images/Getty Images; Tara Moore/Getty Images]

Hello educator and web3 frens,

In past issues, I’ve used somewhat provocative titles like “Time for Tangible”, “NFTs Going Mainstream”, and “Getting Hyped.” I am not choosing these titles to arouse a false sense of hope. They are honest surveys of the web3 landscape based on my own investigations of the space.

For all my hopes that we are about to “turn the corner” of a wider adoption of web3, I remain skeptical that we are ready to implement many of these changes. In thinking about the long turn survival of web3 I have also learned about the value of regeneration. I have to give particular credit to how it is described by my friend Vriti Saraf in her newsletter titled “Intro to Regenerative Systems.”

“This is where regeneration comes into play. Inspired by living ecosystems, regenerative economics and regenerative learning are being memed into a movement in web3.”

This week’s newsletter was inspired not only by Vriti’s newsletter but the idea of women in web3. This article from Fast Company reinforced this idea for me, that the regenerative capacity of web3 relies on its ability to bring more women into the industry.

A good place to start to learn more about the women making an impact in web3 is to familiarize yourself with the names on Misha DaVinci’s list of names to know in web3. Particularly of note is the section on “educators, researchers, and analysts.”

I also share an article about the founder of a marketplace for fine art NFTs.

And the last resource for the week is a link to a popular YouTube and podcast channel covering crypto news and events.

This week’s issue is not meant as a one-and-done “shout out” to all the women creators and builders in web3. It is an acknowledgment of the following–amazing work is being done, more work can be done, and I am going to make a concerted effort to showcase more of the amazing work being done.

Regan Oelze, the founder of Minted Mojito, provided a number of valuable insights in her Fast Company article that opened my eyes to the value of inclusive spaces in web3. As I look to guide my students and peer educators in the web3 space I need to realize this value. I’ll leave you with this quote.

“If the exclusive culture of Web3 persists as it is today, it will not succeed. A diverse community of users and workforce is crucial for mass adoption, but you cannot have one without the other.”

Click through the resources for the week to learn more about how the web3 space can survive.

🗣 Female web3 founder provides insights on inclusivity

💯 Misha names her web3 one hundred

🖼 Founder creates a marketplace for fine art NFTs

🦊 “Financial Fox” with Stefania Barbaglio

Female Web3 Founder Provides Insights on Inclusivity

It’s always valuable to hear directly from founders who are working in the industry. Regan’s insights are simple and direct. There are two main points she makes in the article:

Make sure educational resources are geared toward everyone and build teams women actually want to join.

I highly recommend you take a read of what she has to say about how we can make the web3 space more inclusive of women. But more importantly how the very survival of web3 depends on it.

Misha Names Her WEB3 ONE HUNDRED

This entire thread is an impressive list of “must-know” individuals in web3. One particular section jumped out at me. First, because it lists the educators, researchers, and analysts to know in web3, but also because it lists a number of women.

Misha Da Vinci is an important voice in web3. She is doing a lot of work to create that inclusivity that is crucial for the regenerative capacity of web3.

Founder Creates a Marketplace for Fine Art NFTs

The tone of this article feels a little outdated as it was released last April at the height of “NFT mania.” However, it is still an important share because it features the work of a young female of color in the web3 space.

Also of note is that the $3.3M funding is from Harlem Capital. Harlem Capital describes itself as “a venture capital firm on a mission to change the face of entrepreneurship by investing in 1,000 diverse founders over 20 years.”

“Financial Fox” with Stefania Barbaglio

The Financial Fox is a popular YouTube and podcast series offering insights into topics of crypto and finance. Stefania is also a writer who has covered the topic of fashion and NFTs in detail.

Her most recent video focuses on the upcoming crypto event happening in the UK.

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: It’s Coming and It’s Coming Fast

Hello educator and web3 frens,

Have you heard the phrase “Be quick, but don’t hurry”? This is one of my favorite lines from famed college basketball coach John Wooden. I interpret this to mean thinking expeditiously, but not doing so at a rate that will increase errors. Sometimes I feel like there is a connection between those words and the metaverse.

For every timeline I lay out that says the metaverse is 10, 15, or even 20 years away, I’ll read about a metaverse implementation that is happening right now. In this week’s newsletter, I am laying out some of those present-day fulfillments of web3.

Most of these focus on higher ed. One could argue that innovation in education often starts in the high ed sector and moves down to the lower levels. I am not here to enter into that debate. What the post-pandemic world is showing us is that higher ed may not have a choice. In addition, the last couple of years has also shown us that higher ed is very capable of implementing these changes.

Click through the resources for the week to learn more about some trends happening in higher ed in the web3 space.

🏫 Metaversities are here and they are open for business

👾 Virtual reality can facilitate valuable soft skills

💻 Programmers for web3 are for hire

🧑‍🏫 College classes in web3 are filling up

Transforming Classrooms in Higher Ed

Metaversities are spreading across higher ed. This article about transformation in the college classroom discusses some trends across the ten metaversities that are launching this fall.

There are a number of interesting applications of AI, VR/AR, and metaverse happening right now in higher ed. In reading these descriptions it felt like we are much closer to this future than some have been predicting. The article includes a video linked below discussing some of the data around learning in these environments.

Does learning on a metaversity campus work? See the data from the global leaders, Morehouse College by watching the video below.👇

A Study in Virtual Reality and Skills Training

We often talk about the skills needed to succeed in a VR environment. Or what skills will VR help us to foster? What about using VR to foster skills? This is a whole new discussion I hadn’t thought about until I came across this report by PricewaterhouseCoopers.

There are a number of helpful data points around how VR is being used for soft skills training in our workforce. It touches on the impact of remote work, efficient ways to upskill employees, and the need for leadership and resilience in the workforce.

Got Programmers?

Facebook, Google, and Amazon all have more programmers working for them than the total number of web3 programmers in the entire world. You could say this means those tech mega companies have a lot of programmers, or that there is a severe lack of programmers to make this web3 dream a reality.

Let’s look at some numbers, there are about 31.1 million programmers currently working across the entire globe today. Compared to about 18,500 web3 programmers. Maybe we are still early, but to me, it feels like the ratio is way out of whack.

This article lays out the specific needs companies have when hiring for their blockchain applications. It also outlines the mindsets and skills an aspiring web3 programmer should be coming with to entire this emerging job market.

Help is On the Way

This Tweet is a great way to wrap up this newsletter’s focus on metaversities, being trained using VR, and the need for programmers in web3. Our institutions of higher ed often break through to new frontiers that trickle down to the K-12 levels. In addition, we often see these innovations happening at the more prestigious and selective universities.

The news about the new selection of web3 and blockchain-related courses at Stanford University is an excellent example of that. We would like to see these offerings spread across a more diverse and accessible range of institutions of high ed, but this is a good start. Much like the computing and internet revolutions of 50 and 20 years ago, we need to rely on these larger universities with large amounts of expendable cash and autonomy to implement these changes first.

Let’s keep a close eye on how closely behind our smaller community and public universities will be able to follow.

Thank you for stopping by for another issue of my web3🤝education newsletter. You can subscribe to the newsletter here or if you’re on LinkedIn go check out a version of this newsletter on my LinkedIn page and give me a follow.

Link to all my work by checking out my website.

Ed3 Weekly: Exploring the Nooks and Crannies


Aloha to the first issue of my newsletter blog post, although if I were to be technical it is actually issue number 22. I’m excited to welcome all of you as I cross-pollinate this newsletter onto this platform from my original newsletter on Revue. The idea behind the newsletter began in March as a way to share and document my learning in web3 as it relates to education. As I continue to explore ways to share my learning publically, adding these posts to my blog seemed appropriate. Come join me as I share resources for educators about how web3 can help shape the future of education.

The wonderful world of web3 is complex, varied, and full of interesting nooks and crannies to explore. Curious about 3-D renderings generated by AI? How about digital pictures created using written prompts? Fascinated by teenage coders? Check out a business acquisition by a major web3 developer. Does the rise of a multi-million dollar artist enterprise interest you? Take a look at how a Canadian civil engineer started one of the biggest NFT projects in the world.

Choosing to learn about web3 is choosing to learn about art and artificial intelligence, business and blockchain, cryptocurrencies and cybersecurity. You know the normal ABCs (insert lol here).

This is what makes this field so interesting to me as an educator. It is also what inspired me to create this newsletter. With so much to learn about, and so much information being thrown at you at once, it’s helpful to have someone finding the signal through the noise.

As I continue to explore web3 and education, I am hopeful that I am helping people to improve their understanding of this topic. Yet I still ask myself daily, “why web3?”.

Each time that I reflect on this question the thoughtful words of people I respect in the education space who are committed to learning about web3 come to mind. People like The Tech Rabbi. This newsletter closes with a link to a video in which he addresses the question of why teachers should care about web3.
Click through the resources for the week about web3 and education.

🤖 Deep dive into 3-D renderings generated by AI
🤝 News story on a huge acquisition in the coding space
👀 Long form article on the state of NFTs
🗣 Interview with a teacher on why you should care about web3

AI Is Getting good, Like Really Good

Every so often I come across an article that I would call “mindblowing.” This is one of those. It’s an article you bookmark, save, email to friends, post on Twitter, etc…

While the metaverse gets a lot of press (thanks Zuck), it’s really the world of AI that I find the most fascinating. I believe that before we get to these fully immersive digital environments, we are going to need the digital components to interact with.

This article provides an expansive look at the state of AI-generated art and what is possible with this amazing technology.

Coding Platform Purchased By Major Web3 Developer

The purchase and investment in education startups exploded during the post-pandemic edtech money grab. It is estimated that there was $20bn raised by edtech companies globally in 2021. Out of this, there has been much less investment in web3 education companies. I predict we will start to see this change in the next few years.

One first major acquisition was recently announced when web3 developer Alchemy purchased education startup ChainShot. What does this mean for the web3 and education space? It may signal an increase in web3 apps designed and built by younger coders in our schools.

The post-Netscape world saw a boom in young coders that eventually became the app designers for the first smartphones. The post-NFT world may see a similar thing, this time for app designers in web3.

Resetting the State of NFTs

Speaking of NFTs…

I know that it’s not even cool anymore to talk about an NFT project that is minting or that you “aped” into. With prices dropping rapidly and the overall dollars being invested in the space trending further and further downward, the entire NFT space is losing some of its appeal.

So what does this mean? That it really was just a trend? Or are we trending towards the post-internet bust of 2000 that we all said was coming?

Regardless of what you may think, check out this article on the state of NFTs. It covers the trends in sales and volume, updates on some of the biggest NFTs projects, and some insightful thoughts on what may be coming up ahead.

Final Word by the Rabbi

I’d like to leave you with this interview with The Tech Rabbi from the ISTE 22 conference in New Orleans. There’s a lot that he covers in this conversation, and a lot I’d love to discuss in more detail. But I’ll let his words do the ‘splaining.

Thanks for reading. You can go to my LinkedIn page here or give me a follow on Twitter. You can also find these resources and more in my weekly Get Revue newsletter. We’ll see you next week!