Maker Faire, an event created by MAKE Magazine, is a little bit science fair, a little bit hobbyist and hacker expo, and a whole lot of celebration of the DIY and “Maker” culture. (There were plenty of other science fairs this year — including ones at the White House and at Google — but Maker Faire is fairly unique, I’d argue, in its culture, creativity, and community.)
That type of learning that is all too often missing from classrooms today. We need more learning by making, through projects and inquiry and hands-on experimentation. Not learning by clicking, or learning by worksheet.
Learning Is a Way of LifeHuffington PostI became a procrastinator in eighth grade, when I switched from project-based learning in my elementary school, which encourages learning itself, to test-based learning, which encourages cramming knowledge...
Leonardo da Vinci was the ultimate Renaissance man: an accomplished scientist, mathematician, engineer, inventor, anatomist, painter, sculptor, architect, botanist, musician, and writer. If you want to be a Renaissance Man (or Renaissance...
TED Talks John Maeda, President of the Rhode Island School of Design, delivers a funny and charming talk that spans a lifetime of work in art, design and technology, concluding with a picture of creative leadership in the future.
U.S. surveys of employers reveal, over and over, that what they prize most in future managers are excellence in written and spoken communication, critical and creative thinking, an ability to collaborate across distances and cultural differences, breadth of knowledge and experience that takes students out of localism and provincialism, basic technical skills, quantitative literacy, and an ability to be flexible and take risks in changing environments.
That’s a great syllabus for a new approach to liberal arts.
To innovate, stop worrying about "failure" and start thinking of "learning." If you're an MBA-trained manager or executive, the odds are you were never, at any point in your educational or professional career given permission to fail, even on a "little bet." Your parents wanted you to achieve, achieve, achieve — in sports, the classroom, and scouting or work. Your teachers penalized you for having the "wrong" answers, or knocked your grades down if you were imperfect, according to however your adult figures defined perfection.
But entrepreneurs and designers think of failure the way most people think of learning.
If you like solving puzzles, you'll love programming.
Less than 12 percent of computer science degrees earned in 2010-11 were awarded to women and that percentage has declined over the past couple of decades. Goldfein, 37, believes that the reason women don't go into the field is misperception. There's some cultural pressure that makes girls think they aren't smart enough.
Dr Richard Florida, one of the world's leading experts on economic competitiveness, demographic trends and cultural and technological innovation shows how developing the full human and creative capabilities of each individual, combined with institutional supports such as commercial innovation and new industry, will put us back on the path to economic and social prosperity.
Creativity is nurtured by freedom and stifled by the continuous monitoring, evaluation, adult-direction, and pressure to conform that restrict children’s lives today. In the real world few questions have one right answer, few problems have one right solution; that’s why creativity is crucial to success in the real world.
In 1997, LSA Professor of English Eric Rabkin was invited to a Michigan seminar to discuss the emerging field of complex systems, a method of study that allows researchers from a variety of disciplines to use advanced mathematics and computer modeling to solve difficult, dynamic problems. Two professors—one math, one English—collaborated on a 14-year project to record and study American science fiction short stories, from 1926 to 1999.
Imagine if schools were judged not by how well students achieved while they were in school, but in how well they achieved once they left.
If schools gauged themselves not by how many kids passed a test, but in how well it prepared those kids who did not pass the test to see themselves as worthy of respect and ready to take on the challenges of life. In fact, if schools worked to make entrepreneurs and role models of every kid who failed a standardized exam. If failure became a calling card for innovation.
Just as photography was a controversial new art form in the late 19th century (critics questioned the role of the artist if the machine ultimately produced the work), it seems computer programmers have yet to be fully accepted into the art world.
Given this global context (“the year of code”) and my local context (UW-Madison’s Digital Studies program), I’ve attempted to make this “the year of computational thinking” for students in my classes. And I guess you could say I’ve done this by hacking the classroom. I tried to imagine what I’d say if an administrator who asked me why I needed classroom space. Why couldn’t I just teach my courses online?
People often credit their ideas to individual "Eureka!" moments. But Steven Johnson shows how history tells a different story. His fascinating tour takes us from the "liquid networks" of London's coffee houses to Charles Darwin's long, slow hunch to today's high-velocity web.
We all need to understand not only the obvious but also the subtle sometimes almost imperceptible ways in which the nature and capabilities of our technology choices sculpt our behavior. Whether it’s by reducing everything to either yes or no, on or off, 1 or 0 choices, altering how we listen and consequently learn to hear music once it's no longer analog but only digital, or how our devices begin to act as intermediaries when we interact with each other whether in another country or sitting next to us at the table, the slight shifts created by technology, over time, develop into fundamental changes.
Teaching for the Future: Engineers pursue big projectsUSA TODAY increasingly at schools across the country, engineering students build things earlier in their college years. They leaven the heaping helpings of math lectures that for decades have defined their education with the messy business of building things that do, or don't, work. At Olin, students have to build something in weeks-long projects as freshmen and start a business that sells to real customers before they graduate. "Our model is a music school with engineering as a performance art, and the studio time that students spend with each other an enormous part of their education."
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