Why do people insist on viewing the Standards as inconsistent with teacher creativity and choice? I am baffled by such uncreative thinking. That's like saying the architect cannot be creative because every house has to meet ...
The San Diego Incubator for Innovation — where the arts are integrated with science, technology, engineering and math (also known as STEM) — is now in session.
While the incubator process has become increasingly common in the development of new ideas and particularly startup enterprises, this incubator is unusual in its use of the arts in every aspect of the process.
As the company's chief data scientist for two years, Matt Pasienski spends his time turning "crazy messy data sets into something meaningful for our customers." But the sheer volume and speed with which data rushes towards him and his team means he needs more than his PhD in physics to make sense of it all. For Mr. Pasienski, the most important trait he or anyone else in his line of work needs is curiosity.
"I'm insanely inquisitive, which perhaps more than my education makes me qualified for this job," he said.
Susan Einhorn's insight:
Why we need to encourage learners to ask questions, not just answer ours. Curiosity is key.
Rotana Ty shares a wonderful essay on collective learning, curating the ideas of Marcia Conner, Nilofer Merchant, John Hagel, Tiffany Shlain, Gideon Rosenblatt, J. P. Rangaswami, Greg Satell, Mark Oehlert, and more.
So, if education is also about relationships and citizenship, how do we harness new learning curves?
For the past 40 years or so, most of the brainpower in artificial intelligence research has focused on what Simon Colton calls the problem-solving paradigm. The most celebrated feats in AI Deep Blue’s win against Garry Kasparov in chess; IBM’s Watson’s victory against Ken Jennings in a game of Jeopardy!—have involved computers matching wits with humans to solve a set of cognitive challenges. Colton and his colleagues work in a different paradigm, one he calls artifact creation.
The accomplishments of the problem-solving paradigm are measurable and impressive. But as skeptics of artificial intelligence often point out, strategy games and trivia contests don’t quite strike at the heart of what it means to be human. Creative genius, on the other hand, is one of those qualities people often name when trying to explain what sets us apart. But creativity, it turns out, comes more naturally to software than most people think.
The rise of objects that connect themselves to the internet -- from cars to heart monitors to stoplights -- is unleashing a wave of new possibilities for data gathering, predictive analytics, and IT automation.
Susan Einhorn's insight:
Moving well beyond data collection and the human to human internet.
Below are the notes and slides from my talk yesterday at Columbia University.
Data, we're told, will allow us to address our most pressing questions in education. But as the uses I've just detailed suggest, it matters who asks those questions, what constitutes those questions. These questions are what shape the algorithms that we build to answer them. And I'll add too that the metaphors we use shape the models we build as well. What does it mean if we decide student data "the new oil"? What does it mean if we view students (and their data) as a resource to be mined and extracted? What's gained? What's lost? What's depleted? Who profits? Who benefits?
Dr. Jeff Burns, Chief of Critical Care at Boston Children’s Hospital (BCH), and Associate Professor of Anaesthesia at Harvard Medical School, explained that doctors facing challenges every day out in the field are discovering their own solutions: medical practitioners in Bangladesh and Kenya developing new rehydration techniques; or learning how to create a low-tech CPAP breathing devices in Cambodia to treat pneumonia, in lieu of hard-to-get high-tech medical devices.
The challenge now is to share that knowledge widely so more medical practitioners can try to save lives. Amidst the advocates of Health 2.0 and Education 2.0 trying to re-imagine these fields, lies a critical intersection: educating more medical practitioners.
Kathryn Myronuk: technology alone won't save us, we need multidisciplinary minds Wired.co.uk Myronuk's particular expertise is in exponential technologies, and she is using insights from her decade in that research field to demonstrate how best to to rein in and utilise the rapid rise in our technological capabilities. The key, she told the audience at Wired 2013, is in pooling all our myriad skillsets together to build new solutions to global problems.
The link between math and architecture goes back to ancient times, when the two disciplines were virtually indistinguishable. Pyramids and temples were some of the earliest examples of mathematical principles at work. Today, math continues to feature prominently in building design. We’re not just talking about mere measurements — though elements like that are integral to architecture. Thanks to modern technology, architects can explore a variety of exciting design options based on complex mathematical languages, allowing them to build groundbreaking forms.
Susan Einhorn's insight:
I find these desgins beautifully intriguing, appealing both visually and intellectually.
As it happens, designing Future Interfaces For The Future used to be my line of work. I had the opportunity to design with real working prototypes, not green screens and After Effects, so there certainly are some interactions in the video which I'm a little skeptical of, given that I've actually tried them and the animators presumably haven't. But that's not my problem with the video.
My problem is the opposite, really — this vision, from an interaction perspective, is not visionary. It's a timid increment from the status quo, and the status quo, from an interaction perspective, is actually rather terrible.
This matters, because visions matter. Visions give people a direction and inspire people to act, and a group of inspired people is the most powerful force in the world. If you're a young person setting off to realize a vision, or an old person setting off to fund one, I really want it to be something worthwhile. Something that genuinely improves how we interact.
A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called Project Zero they’re investigating the theory that kids learn best when they’re actively engaged in designing and creating projects to explore concepts. It’s closely aligned with the idea of design thinking and the Maker Movement that’s quickly taking shape in progressive education circles.
“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”
Everyday, college students are expected to approach problems with a certain amount of creativity. Classmates that have the most creative projects get the best grades and people with creative problem-solving skills are considered the most hirable. So now everyone wants to use a Prezi presentation instead of a bland PowerPoint for extra brownie points. But really: have we lost touch with creativity?
This study was done by Project Zero, a group at Harvard that focuses on improving education in the arts. Davis, a one-time doctoral student at Harvard, recently published a book in conjunction with her professor, Howard Gardner, called The App Generation, which focuses on the impact of digital media on teens living in America today. The creativity study added to the book’s ‘imagination’ section, and the study will be published as a scientific article in January.
"We all have a real interest in understanding the lives of contemporary young people, like the changes in society and technology and what they mean for young people today,” said Weinstein. “We started wondering specifically about creativity and creative expression.”
Textual analysis like the type that revealed J.K. Rowling’s nom de plume could change the way we understand the very concept of writing style. Is this the answer to the staleness and despair that has crept into the study of literature?
"Mathematics is the source of timeless profound knowledge, which goes to the heart of all matter and unites us across cultures, continents,
Discussion of a new book by Edward Frenkel entitled Love and Math - a quest to unravel the secrets of the “hidden parallel universe of beauty and elegance, intricately intertwined with ours,” premised on the idea that math is just as valuable a part of our cultural heritage as art, music, literature, and the rest of the humanities we so treasure.
Susan Einhorn's insight:
Having just come from the Computer-Based Math conference 2013, this article/book highlights why we need these discussions. Technology provides new opportunities to explore these connections of math to creativity , discover, innovation.
For example, from the article:
To illustrate why our aversion to math is a product of our culture’s bias rather than of math’s intrinsic whimsy, Frenkel offers an analogy:
What if at school you had to take an “art class” in which you were only taught how to paint a fence? What if you were never shown the paintings of Leonardo da Vinci and Picasso? Would that make you appreciate art? Would you want to learn more about it? I doubt it. You would probably say something like this: “Learning art at school was a waste of my time. If I ever need to have my fence painted, I’ll just hire people to do this for me.” Of course, this sounds ridiculous, but this is how math is taught, and so in the eyes of most of us it becomes the equivalent of watching paint dry. While the paintings of the great masters are readily available, the math of the great masters is locked away.
British designer Sam Barclay, along with 5-10 percent of the population, lives with this learning disability and has created a new textbook called I Wonder What It’s Like to Be Dyslexic that’s purposefully designed to make unimpaired readers struggle. His goal is to simulate what it’s like for someone with a learning disability while explaining the underlying psychology, and hopefully teaching a bit of empathy in the process.
Like famous dyslexics Alexander Graham Bell, Richard Branson, and Steve Jobs, Barclay turned his diagnosis into an entrepreneurial passion. At age seven he struggled to read, but he won a bicycle in a Christmas card design contest. Now, I Wonder What It’s Like to Be Dyslexic has raised over $75,000 on Kickstarter with a week remaining.
IBM has built a computational creativity machine that creates entirely new and useful stuff from its knowledge of existing stuff. And the secret sauce in all this? Big data, say the computer scientists behind it.
Lav Varshney and pals at IBM’s T J Watson Research Center in Yorktown Heights are using Watson to tackle the problem of computational creativity. They revealed some aspects of the work to the press last month and have now published more on the arXiv.
Their first problem of course is to define creativity. “Creativity is the generation of a product that is judged to be novel and also to be appropriate, useful, or valuable by a suitably knowledgeable social group,” say Varshney and pals.
So a key factor in their work is that creativity is entirely subjective and so requires detailed feedback from human experts. “A computational creativity system has no meaning in a closed universe devoid of people,” they say.
What’s more, this definition implies that creativity is a process that in principle can be automated.
Getting potential employers’ attention in an overcrowded job marketplace can be quite a challenge, which is presumably why New York based designer Robby Leonardi to present his as an interactive webpage in the style of a Mario side-scrolling...
Susan Einhorn's insight:
Not really about school, but clearly about creativity and thinking differently. Love it!
Deepak Chopra takes us to the inner workings of the global brain, molded more and more by technology and social media.* Social media and networks play a major role in global culture, through political campaigns, social movements, and personal relationships. How we choose to use it will impact the direction in which our global brain evolves.
Clive Thompson Explains Why Technology Is Actually Good For You Huffington Post Clive Thompson, technology writer and author of the new book "Smarter Than You Think," stopped by HuffPost Live to talk with Alyona Minkovski about a technologically.advanced future that is not all doom and gloom.
Susan Einhorn's insight:
Watch this video and also read Smarter Than You Think.
When troves of information are opened to programmers, problems get solved.
. Mayors in New York,Chicago, and elsewhere have opened up a fire hose of data about their cities. This flood of information has allowed city workers to stay on top of problems – some of which they never knew existed – and has helped launch new businesses within the city limits.
"When I joined as chief data officer, the initial goal for releasing all of this data was transparency," says Brett Goldstein, who heads Chicago's Department of Innovation and Technology. "But along the way, we learned a couple of really interesting things. We learned that open data can do so much more than that."
About a year ago, Scott Robbin, a programmer in Chicago, appr
oached Mr. Goldstein with an idea. He wanted an application that could send e-mails or text messages to residents as a street sweeper approached their homes, giving people an extra reminder to move their cars. Goldstein liked the idea – he'd received a few tickets of his own – but his team would likely never find time to create such an app. It didn't need to. The city found the data, published it online, and let the community take it from there. Shortly after the database went public, Mr. Robbin launched SweepAround.Us as a free online service.
Susan Einhorn's insight:
Interesting shift from seeing data as just a road to transparency to understanding how the information from all this data can trigger new ideas on how to use this info to provide useful services. created by anyone willing to invest the time/effort.
"Hopefully I will convince you that you can learn how to program. I am a Historian not a Programmer. I hope you will see ways that it can help with research and scholarship. This is the age for getting stuff online."
These were the opening words of Caleb McDaniel, Prof. of History at Rice University. It was not the first time he was coming to the graduate Digital Humanities class at Rice. But today, I thought he was fun to listen to as he tried to introduce the topic to us informally – “Doing Digital Research Programmatically.”
Our readings included Jason Heppler’s “How I learned Code,” Caleb McDaniel’s “Learning Python,” William Turkel, “A Workflow for Digital Research using off-the-shelf tools,” and others that captured how to do programing.
Snapchat is designed to be ephemeral — that's why it purposefully destroys your messages seconds after they're received. Recently, however, some users have been saving their snaps and circulating them on the web. Why? Because they're masterpieces.
It may seem ironic that an app originally conceived of for sexting is now inspiring intricate paintings and social commentary, but the idea of using constraints to boost creativity is not new. "The more art is controlled, limited, worked over, the more it is free," composer Igor Stravinsky wrote in his book about writing music. The same goes for app art, apparently.