Sir Ken Robinson at Miami Global Forum

Daily Edventures- Anthony Salcito Interviews Sir Ken Robinson at Miami Global Forum!  
Microsoft in Education http://dailyedventures.com/?p=17729
Dec 18, 2014

One of the world’s foremost experts on human potential, the amazing Sir Ken Robinson sat down to speak with Anthony after his keynote speech at our recent Global Forum in Miami. Find out what he has to say about the role tools play in creativity, how technology has the power to transform education, and the challenges that lie ahead for us in creating a better world.

Tools expand our minds. They make it possible to think about doing things that we couldn’t possible conceive without the tools.

it expands our consciousness.

1:40 This relation between tools and intelectual, physical and spiritual development is really powerful and is an important principle to grasp in education.

book coming next year: “Creative Schools”

Empowering Education Through Problem-based Learning

Empowering Education Through Problem-based Learning  
Microsoft in Education
Mar 17, 2015
Sammamish High School in Bellevue, WA is in the final year of an Investing in Innovation (i3) grant focused on increasing college- and career-ready standards for all students. As part of the i3 grant, SHS has developed PBL courses in all subject areas and implemented a 1:1 technology program utilizing the Windows 8 platform and Office 365.
Microsoft in Education: http://www.eduempowered.com

related:
Problem Based Learning
2012
https://www.youtube.com/watch?v=lZS2MbxBGCM

Project-Based Learning at Clear View Charter Elementary School
Edutopia
https://www.youtube.com/watch?v=W3jD7LJ6AWw

  • Education of our parents is as important as education of our children.
  • 13:55 Provides them with a feeling of accomplishment that I’ve not seen in traditional forms of education
  • 14:05 I see him wanting to leave late. He calls me “May I stay a little later? I have to finish a project.” I’m like “Wow!” Sure.
  • 14:35 It is the interaction between the parent and the child that makes the learning meaningful

Project-Based Learning: Success Start to Finish  
Edutopia, 2012
https://www.youtube.com/watch?v=-OWX6KZQDoE

  • public speeches
  • I like it because it gives me a lot of/plenty of room to be creative
  • 7:32 They see the potential that they never saw in themselves

Wow, how did you do that?

Sugata Mitra: Build a School in the Cloud
February 2013 at TED2013
http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud

11:43
I said, “I’ll tell you what. Use the method of the grandmother.”

11:48
So she says, “What’s that?”

11:49
I said, “Stand behind them. Whenever they do anything, you just say, ‘Well, wow, I mean, how did you do that? What’s the next page? Gosh, when I was your age, I could have never done that.’ You know what grannies do.”

Florida Polytechnic Library Goes Book-Free

Florida Polytechnic Library Goes Book-Free
September 06, 2014
http://www.npr.org/2014/09/06/346299174/florida-polytechnic-library-goes-book-free

A university library without books? What is higher education coming to? Kathryn Miller at Florida Polytechnic University talks about the school’s new bookless library.

related:
Lights, Camera, College? Goucher College Introduces Video Application
September 05, 2014
http://www.npr.org/blogs/ed/2014/09/05/345833353/lights-camera-college-goucher-college-introduces-video-applications

You are the product

Is Google’s Free Software A Good Deal For Educators?
by Anya Kamenetz
August 26, 2014
http://www.npr.org/blogs/ed/2014/08/26/341943780/is-googles-free-software-a-good-deal-for-educators

Another big concern is commercialization and student privacy. As Yeskel has mentioned in other interviews, Google’s business motive here is to expose young users to the Google brand. To hook them early.

Khaliah Barnes, director of the Student Privacy Project of the Electronic Privacy Information Center (EPIC), warns, “When you’re using free services, if you don’t know what the product is, you are the product.”

In March, as part of a federal lawsuit, Google admitted it had been data-mining student email messages to potentially improve its targeted advertising, among other reasons. As of late April, says Yeskel, “We no longer show any ads to students or use any information in any other Google products. We take ownership of any user data extremely seriously.”

Learning to code at B-school

B-Schools Finally Acknowledge: Companies Want MBAs Who Can Code
Bloomberg Businessweek. July 11, 2014
http://www.businessweek.com/articles/2014-07-11/b-schools-finally-acknowledge-companies-want-mbas-who-can-code

U.S. employers said they coveted “technical and quantitative skills” third out of 10 criteria.

Companies don’t want an army of programmers from B-schools—they can recruit from computer science programs for that—but they need managers who know the basics of code to work with technical staff.
To be a product manager at Amazon, for instance, MBAs need to “dive into data and be technically conversant

At New York University’s Stern School of Business, economics professor David Backus plans to start a course that will teach students how to visualize data and use the programming language, Python.

One downside of learning to code at B-school: Coding is hard.
HBS students who took the university’s introductory computer science course said that they spent 16.3 hours a week on the course, which is “2-3 [times] more time than they would spend on an MBA elective that yielded equivalent academic credit,” …

We Need More EdTech, But Less Technology …

We Need More EdTech, But Less Technology In The Classroom
August 26, 2013
http://www.forbes.com/sites/jordanshapiro/2013/08/26/we-need-more-edtech-but-less-technology-in-the-classroom

At the risk of over generalizing, I’ll name two kinds of knowledge that seem more easily and efficiently disseminated using online tools. I’ll term them “edutainment” and “data-fiables.”

Usually, the term “edutainment” refers to content that’s meant to both educate and entertain.
But I use the term differently (if you think every professor isn’t trying to both educate and entertain, you’re kidding yourself. Nobody wants to deliver a boring lecture).
I use “edutainment” to refer to the kind of knowledge that is both deliverable and consumable.
Powerpoint presentations, Ted talks, and even the old fashioned university lecture would all be included in this category. This is the kind of knowledge that is objectified.

With the term “data-fiable,” I refer to something I only barely understand. This is the kind of knowledge that algorithmic geeks excel with, the stuff that’s easily understood as data. Not only the facts that can be Googled, but also the things that Google GOOG +0.02%’s back end evaluates using analytics and metrics. This is the kind of knowledge that lends itself to algorithms. This includes ways of knowing that can be automated and quantified. This is what we measure with standardized tests. This is the kind of knowledge that technocrats would have us believe to be unbiasedly objective. And it may be objective.

Instead, the humanities classroom is the place where I facilitate Socratic dialogue, imagination, emotional connection, and metaphor’s ability to bring forth meaning through poesis.
These things are not edutainment nor datafiable.

Just as Google’s predictive dialogue box has forced me to reconsider the essence of human intuition (after all, according to ordinary definitions, Google has better intuition than any human) …

As a result, I’ve flipped, or blended, my university classroom. I’ve moved everything that can be more efficiently disseminated through smart phones, tablets, and personal computers to the digital realm.
Rather than lecture, I make videos and podcasts.
Rather than wasting face-to-face time with slideshows full of bullet points of facts, I email the Powerpoints.

There are plenty of social tools that enable real communication through the web, albeit asynchronous.
I’m working hard to figure out how to use these tools for interaction.
Online, I certainly can’t teach students to verbally articulate complex arguments.
Nor can I teach them through conversational debate.
But I can teach them to think critically about online texts and to express themselves articulately in writing.