As trends to do, these are changing almost yearly. Consider how quiet iPads in the classroom have been recently, whereas three years ago they were going to replace teachers and were (unsarcastically) compared to magic. While mobile devices like the iPad can indeed parallel a kind of magic in the learning process, it obviously has to ‘fit’ into a progressive supporting ecology of assessment, curriculum, and instruction.
With that in mind, we’ve created a list of 15 (the graphic plus 3 bonus items below) new ideas every teacher should try. Not all will fit or work–again, it depends on the ecology of the classroom, school, and so on. But each of these ideas below–some learning models, some concepts, and some technologies–can be transformational for students, and your teaching.
UCLA Physicist Walter Gekelman, The UCLA Art|Sci Collective and the UCLA Art Science Undergraduate Society join in a series of collaborative works and works inspired by astrophysics, chaos and entropy.
THEY don’t drink, they don’t get tired and they don’t go on strike. To hospital managers, the idea of robots operating on patients without human intervention is an attractive one. To patients, though, the crucial question is, “are they better than human surgeons?” Surgery is messy and complicated. A routine operation can become life-threatening in minutes.
Such considerations have meant that the role of robots in operating theatres has been limited until now to being little more than motorised, precision tools for surgeons to deploy—a far cry from the smart surgical pods and “med-bays” of science fiction. But a paper published this week in Science Translational Medicine, by Peter Kim of the Children’s National Health System in Washington, DC, and his colleagues, brings the idea of real robot surgeons, operating under only the lightest of human supervision, a step closer. Though not yet let loose on people, it has successfully stitched up the intestines of piglets.
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“Making should be an opportunity we provide to all people,” he continues. “Starting at very young ages, we have to grow and nurture our young people. Schools will eventually come on board and we need them. But most of the modeling happening in this country right now is going on outside of the schools. This is where young people get turned on.”
“By creating an environment where young people can play, experiment, and make mistakes, where they can learn to solve problems, where they can flourish artistically, where they can use code just like a paint brush or a musical scale — all of these things are what make for a more complete and well-rounded individual,” Carew says. “Ultimately, they become more confident, curious and capable.”
As the nation kicks off Engineers Week, organizations across the country are celebrating the engineers who have made the world a safer, healthier, more prosperous, and more humane place to live. That is as it should be. It is just as important, however, to acknowledge how the nation is squandering talent that could engineer solutions to our most daunting global challenges.
Microsoft has partnered with a San Francisco-based company to encode information on synthetic DNA to test its potential as a new medium for data storage.
Twist Bioscience will provide Microsoft with 10 million DNA strands for the purpose of encoding digital data. In other words, Microsoft is trying to figure out how the same molecules that make up humans' genetic code can be used to encode digital information.
While a commercial product is still years away, initial tests have shown that it's possible to encode and recover 100 percent of digital data from synthetic DNA, said Doug Carmean, a Microsoft partner architect, in a statement.
Using DNA could allow massive amounts of data to be stored in a tiny physical footprint. Twist claims a gram of DNA could store almost a trillion gigabytes of data.
Finding new ways to store information is increasingly important as people generate more and more data in their daily lives, and as millions of connected IoT sensors start to come online.
I love the idea of making, inventing and tinkering. Just watch kids who are immersed in the activities and you can see the engagement. But is the learning authentic and relevant?
I presented three sessions at the Free Maker Movement event at One Work Place on Wednesday, September 30, 2015 with some amazing educators who presented hands-on activities. The event will took place at our Oakland Center for Active Learning .
I decided I needed to spend some time researching where the Maker Movement was happening and find examples of authentic learning. This gave me the opportunity to talk to several of my friends and share how they have transformed learning spaces to Makerspaces. Everyone I talked to made a point that it is about creativity not consumption. Yet when I went to different Maker events, I saw activities that an adult set up, purchased a kit or provided directions for activities. They were all fun, but I was having trouble seeing the connections to real learning or any ownership from kids.
Today, technology is becoming more and more prevalent in education, and that means students are losing the ability to create and invent with their hands because they now have technology such as iPads that do all the creative work for them. Makerspaces are popping up in schools for just that reason – to help students learn by creating and inventing their own learning!
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