Growing and Expanding Progressive Education

David Buck presents his experience building the ungrading movement as a model for expanding progressive education initiatives. Drawing from connectivism theory, he argues that successful educational movements require "pulsating webs of autonomous engagement" that allow diverse entry points and participation levels. Buck chronicles how he grew the ungrading community from 2020 through multiple platforms - Twitter chats, virtual book clubs, EdCamps, Discord servers, and press books - emphasizing that successful movements focus on individuals rather than numbers and create "open doors" for flexible participation.

"All communities of practice are networks... all the relationships you have, all the collaboration you do... that regulates your learning is a community of practice."

"Focus on individuals, the people that are getting whatever they need to get out of that experience... we don't focus on numbers, we focus on individuals."

"Learning is a social construct... not a one-person expertise where one person fills the vessels of others."

• Buck acknowledges ongoing concerns about whether the ungrading movement remains sustainable and relevant, requiring constant experimentation and tolerance for failure. How might educational movements balance the need for innovation with the stability required for long-term institutional change? What are the risks of constant experimentation in educational contexts?