"The assessment itself is completely artificial. It’s not ranking teachers in accordance with their ability to help develop children who will reach their potential, explore their creative interests. Those things you’re not testing.. it's a rank that’s mostly meaningless. And the very ranking itself is harmful.
You stare at a blank screen for what seems like hours, waiting for your brain to come up with a brilliant idea, and it never comes. There has to be a better way to brainstorm, right?
There is--and it might be as simple as doing the laundry.
In the new book The Net and the Butterfly: The Art and Practice of Breakthrough Thinking, Olivia Fox Cabane and Judah Pollack--former faculty members of Stanford's Start X incubator program--explain how breakthrough insights come about. The two describe these insights as "that feeling of sudden clarity when you feel the answer staring you in the face."
"The biggest misconception about breakthroughs is that they're accidental or that they're spontaneous," says Fox Cabane. "But in reality that aha! moment is just the tip of the iceberg. It is the single conscious moment you have at the end of a very long, complex, unconscious process."
To understand how to prime the human brain for creative breakthroughs, one must first understand what parts of the brain help power them. As Fox Cabane and Pollack explain, the brain has two networks: the executive network, which is the "goal-oriented" part of your brain that you access to complete an action; and the default network, the part of your brain that's home to what the authors call the "genius lounge," or the place where creative insights lie. But, to access the genius lounge, your brain needs to tune out the executive network.
It's 2017. Communication is changing fast (my 7-yr old daughter and I just exchanged Snaps while I am in Chicago and she is outside of Philadelphia in different time zones, with real-time interaction). Collaboration has evolved to
The shortage of digital skills in the current marketplace is unprecedented. It is estimated that over 4.4 million IT jobs will be created around Big Data by 2015; however, only a third of these new jobs will be filled. Martha Lane Fox, the UK’s digital inclusion champion, believes over 16 million people in the UK lack the basic digital skills to fully benefit from the Internet. Even Millenials are a matter of concern. In a survey comprising over 800 middle to upper management executives from over 50 industries, nearly one in five Millenials in the modern workplace are perceived to be lacking in analytical skills.
The reasons driving this skills shortage are not hard to identify. The usage of mobile, social and analytical tools is permeating the length and breadth of every function across the organization. Unlike the past, the impact of these digital technologies and tools is felt not just in the IT department. This means that the magnitude of training and re-skilling thatis required is enormous. Moreover, each new technology cycle has brought forth new requirements and these cycles are increasingly getting shorter. Employees must now refresh their skills more frequently if they wish to stay relevant in this rapidly changing digital environment. The head of India R&D Labs of software firm SAP succinctly states: “The shelf life of a software engineer today is no more than that of a cricketer – about 15 years. The 20-year-old guys provide me more value than the 35-year-olds do.
Organizations are beginning to recognize the magnitude of the problem. Our own research with the MIT Center for Digital Business has revealed that 77% of companies considered missing digital skills as the key hurdle to their digital transformation. Digital leaders or ‘Digirati’ a are already investing in digital skills and reaping significant benefits in comparison to other companies (see Figure 1). On average, ‘Digirati’ are
26% more profitable than their industry competitors.
This skills shortage is creating a ‘war for talent’, where companies have to compete for the best talent with new categories of players. Unlike in the past, the hunt for the best talent is no more limited to localized skills in certain departments. In this case, the talent war is manifest across the entire organization. The important questions are: Do organizations include digital skills as a key component in their workforce plans? Are HR departments equipped and skilled to bring innovative solutions to bridge the digital skills gap? How are Digiratis developing digital skills?
El desarrollo constante de las tecnologías digitales e Internet ha provocado que vivamos en un contexto digital fundamentado en conexiones. La manera de aprender ha cambiado y, por ende, la forma de enseñar. El conocimiento está en red y el profesorado debe ser quien acompañe al alumnado en su proceso de aprendizaje. La tecnología por sí sola no guía; por ello, la labor del docente es hoy más importante que nunca. En este artículo exponemos la manera en que la Era Digital ha motivado un necesario repensar del papel del docente en el aula.
This week UNESCO launched a framework illustrating its Five Laws of Media and Information Literacy (MIL). This global strategy marries the large, but often separated, disciplines of information literacy and media literacy and creates a common vocabulary for folks in multiple areas of knowledge to engage in conversation. It also positions these critical literacies as a combined set of competencies–knowledge, skills and attitudes–central for living and working in our world today.
En 1999 La UNESCO, dentro del debate y la preocupación por diseñar una educación sostenible para el futuro, solicitó al pensador francés de origen sefardí Edgar Morin (1921) un texto en el que resumiese los desafíos que había de afrontar la educación. Una invitación de la que nació Los siete saberes necesarios para una educación del futuro libro, como os comentábamos la pasada semana (aquí), perfecto al que referirnos para adentrarnos en el espacio de Edgar Morin y sobre el que hoy nos vamos a detener.
El menú de problemas que nos plantea Edgar Morin en Los siete saberes necesarios para la educación del futuro no puede ser más incitante, comenzando por la limpieza de los errores del pasado en el primer capítulo: Las cegueras del conocimiento: el error y la ilusión, apuntando la dirección en el segundo: Los principios de un conocimiento pertinente, hasta el establecimiento del asignaturas pendientes, caracterizadas por una sabor transfronterizo, compartido por todos los ámbitos del conocer y atendiendo al diálogo con la mayor de las complejidades: la vital.
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