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Teaching tomorrow | The Economist
Mr Thrun now believes that education is the best way to tackle the big upheavals that are likely to spring from the widespread adoption of artificial intelligence and robotics. But not education as you might know it. “We are still living with an educational system that was developed in the 1800s and 1900s,” he says. “Needs have shifted in the modern age and what’s also shifted is our ability to use digital media. We can now deliver a top-notch education at home in a way that was never possible before.”
HT Rodney Drinkard
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Mr Thrun insists that nanodegrees are distinct from massive open online courses (MOOCs), the digital lecture series which are now offered by many higher educational institutions. Udacity analyses individual students’ learning data (using AI) in an attempt to increase their retention and completion rates. “We effectively reverse-engineer the human learning brain to find out what it means for a person to engage,” says Mr Thrun. “It’s my dream to make learning as addictive as a video game.”
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Depending on their complexity, nanodegrees are designed to take just 4-12 months to complete. Shorter courses like these are appropriate for today’s high-paced workplace, says Mr Thrun.
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If you only spend six months on your first degree, as opposed to the average six years for a bachelor’s degree today, you can afford to get more education when you need it again later on.”
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The Ultimate Guide to Learning Anything Faster — Rype Academy — Medium
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Re-Building the K-12 Operating System | The Transforming Teaching Project
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30 Questions to Ask Your Kid Instead of “How Was Your Day?” — The Synapse — Medium
Designers, Makers, Users: 3D Printing the Future OPENING @modatl
Designers, Makers, Users: 3D Printing the Future
Exhibition On View from September 20, 2015 – January 10, 2016 at MODA (Museum of Design Atlanta)
3D printing technology and the open source communities surrounding it are rapidly changing the world by making the powerful, new tools of design and manufacturing available to a much wider audience. This accessibility ultimately allows each one of us to design customized solutions to the complex problems around us.
Designers, Makers, Users: 3D Printing the Future will explore projects, both large and small, in which 3D printing technology is being used in innovative ways. From fabricating lighter components for airplanes to designing custom prosthetics, this exhibition will explore the exciting designs made possible by 3D printing and the many questions that these technological advances will raise for our future.
The exhibition will include projects such as:
- The Made in Space Zero-G 3D Printer that traveled to the International Space station in 2014
- Nooka Watches and a FreshFiber Bubble Lamp by 3D Systems
- Chase Me, a stop-motion film made entirely with 3D printed characters and sets
- Design for 3D printing a lunar habitation on the moon by Foster + Partners
- Kinematics Dress by Nervous System
Designers, Makers, Users: 3D Printing the Future is an original exhibition organized by the Museum of Design Atlanta with the support of 3D Systems, Advanced RP, Essdack, Dremel, Formlabs, PaliProto, the Northside Hospital Foundation, Fulton County Arts and Culture, and the City of Atlanta’s Office of Cultural Affairs
[The above announcement was first published in a MODA Membership Newsletter, distributed by email, September 2015, by Claire Timmerman.]
#MustRead Shares (weekly)
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10 young entrepreneurs who didn’t let age hold them back
HT @NathanVigil
#MustRead Shares (weekly)
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The 30 second habit with a lifelong impact — STARTUPS + WANDERLUST + LIFE HACKING — Medium
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The Case for Teaching Ignorance – The New York Times
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She wanted her students to recognize the limits of knowledge and to appreciate that questions often deserve as much attention as answers.
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in recent years scholars have made a convincing case that focusing on uncertainty can foster latent curiosity, while emphasizing clarity can convey a warped understanding of knowledge.
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Discovery is not the neat and linear process many students imagine, but usually involves, in Dr. Firestein’s phrasing, “feeling around in dark rooms, bumping into unidentifiable things, looking for barely perceptible phantoms.”
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Michael Smithson, a social scientist at Australian National University who co-taught an online course on ignorance this summer, uses this analogy: The larger the island of knowledge grows, the longer the shoreline — where knowledge meets ignorance — extends. The more we know, the more we can ask. Questions don’t give way to answers so much as the two proliferate together. Answers breed questions. Curiosity isn’t merely a static disposition but rather a passion of the mind that is ceaselessly earned and nurtured.
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Why It’s Imperative to Teach Entrepreneurship | Psychology Today
Entrepreneurship can be taught using a similar scaffolding of skills, building upon our natural ability to imagine:
– Imagination is envisioning things that don’t exist.
– Creativity is applying imagination to address a challenge.
– Innovation is applying creativity to generate unique solutions.
– Entrepreneurship is applying innovations, scaling the ideas by inspiring others’ imagination.
Using this framework, educators at all levels can help young people engage with the world around them and envision what might be different; experiment with creative solutions to the problems they encounter; hone their ability to reframe problems in order to come up with unique ideas; and then work persistently to scale their ideas by inspiring others to support their effort.
HT @MeghanCureton
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belearnspacea › 1fPersonal Learning Graphs (PLeG)33
HT Thomas Steele-Maley
Personal Learning Graphs (PLeG) http://t.co/HXLHGyQW2s via @gsiemens cc: @boadams1 @GeoMouldey @dwenmoth @rogre
Five Practicable Skills to Innovation @MViDiploma #iDiploma #iDNA
If you wanted to be healthier, what would you do? Most likely, you would regularly practice some behaviors such as eating with nutrition in mind, sleeping significantly, exercising cardiovascularly and with resistance or weight training, etc.
If you wanted to be more innovative and develop your creative capacities as a leader of positive change, what would you do?
From “The Innovator’s DNA,” Dyer, Gregersen, Christensen, Harvard Business Review, December, 2009:
But how do they do it? Our research led us to identify five “discovery skills” that distinguish the most creative executives: associating, questioning, observing, experimenting, and networking. We found that innovative entrepreneurs (who are also CEOs) spend 50% more time on these discovery activities than do CEOs with no track record for innovation. Together, these skills make up what we call the innovator’s DNA. And the good news is, if you’re not born with it, you can cultivate it.
How are you creating the conditions in which you can cultivate your innovator’s DNA through practice of associating, observing, questioning, experimenting, and networking? How are you beginning your 100-hour knack? How are you discovering the problems and opportunities that you are uniquely capable of identifying and addressing?
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Written as continued provocation and encouragement for capacity building happening @MVPSchool’s and @MVIFI’s Innovation Diploma
