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:: The 4th Era ::
Exploration of the new era in human history marked by invention of the Internet
Curated by Jim Lerman
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Origins of Common UI Symbols | Visual.ly

Origins of Common UI Symbols | Visual.ly | :: The 4th Era :: | Scoop.it

They are road signs for your daily rituals—the instantly recognized symbols and icons you press, click and ogle countless times a day when you interact with your computer. But how much do you know about their origins?


Via Lauren Moss
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No Child Left Untableted ~ NY Times

No Child Left Untableted ~ NY Times | :: The 4th Era :: | Scoop.it

by Carlo Rotella


"The tablets, paid for in part by a $30 million grant from the federal Department of Education’s Race to the Top program, were created and sold by a company called Amplify, a New York-based division of Rupert Murdoch’s News Corporation, and they struck me as exemplifying several dubious American habits now ascendant: the overvaluing of technology and the undervaluing of people; the displacement of face-to-face interaction by virtual connection; the recasting of citizenship and inner life as a commodified data profile; the tendency to turn to the market to address social problems.



"Still, I came to Guilford County, I hoped, motivated by curiosity and discovery rather than kneejerk repudiation. I try to be on guard against misrecognizing complex change as simple decline, and I acknowledge that my tendency to dismiss the tech industry’s marketing might blind me to the Amplify tablet’s genuine potential as a teaching tool — and to major new developments reshaping not just the nature of schooling but also the world in which my kids are growing up."

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5 great slides about technology, learning, and change | @mcleod

5 great slides about technology, learning, and change | @mcleod | :: The 4th Era :: | Scoop.it

by Scott McLoed

 

"Here are five great slides that I found recently in the Great Quotes About Learning and Change Flickr pool. Which one's your favorite?" 

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Vivienne Ming: Profile ~ New Learning Times

Vivienne Ming: Profile ~ New Learning Times | :: The 4th Era :: | Scoop.it

by kate Meersschaert

 

"Named one of the "10 Women to Watch in Tech in 2013" earlier this year by Inc. Magazine, Dr. Vivienne Ming is a theoretical neuroscientist, technologist and entrepreneur. "Maximize human potential" is Dr. Ming's creed and she has embodied this through her groundbreaking work in fields ranging from machine learning and cognitive modeling to neuroprosthetics. Dr. Ming is currently Chief Scientist at Gild, a startup focused on using machine learning to make highly personalized job matches (read more in this New York Timesarticle). Dr. Ming is also the co-founder of the edtech startup, Socos, which she founded with her wife, education policy writer and researcher, Dr. Norma Ming. Socos takes student work (essays, questions etc.) and creates conceptual models that allow educators to better personalize learning."

Jim Lerman's insight:

Facinating interview with Ming, who seems to have had a very hot and cold relationship with formal learning during her life. She is currently in a highly productive phase and, according to the article, is engaged in sharply cutting edge work dealing with neuroscience, technology, congition and learning, and entrepreneurism.

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A Design Challenge to Students: Solve a Real-World Problem! ~ MindShift

A Design Challenge to Students: Solve a Real-World Problem! ~ MindShift | :: The 4th Era :: | Scoop.it

by Ian Quillen

 

"Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the Design Learning Challenge, an effort to get students to figure out how to solve real-world problems in their communities.

 

"Combining project-based learning, with an emphasis on the arts and design thinking, this academic competition now in its third year — a partnership between the Industrial Designers Society of America, or IDSA, and the National Art Education Association, or NAEA — has more than 750 students participating this year."


Via Rebecca White, Jim Lerman
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Ivon Prefontaine's curator insight, August 14, 2013 11:02 AM

Some good suggestions provided in a broad way.

Marnie McGillivray's curator insight, March 23, 8:33 PM

I have rescooped this resource from @Rebecca White as it is a great resource for teaching the Design and technology strand and incorporates sustainability. The website focuses on design thinking, 21st century learning skills, design learning research, curriculum frameworks, project based learning and engaging today’s students. It links with the Australian Curriculum for technology including design technology as it is build student computational thinking by getting them to create and evaluate projects which aims towards creating preferred futures.

Katherine Reed's curator insight, April 7, 10:34 PM

This is the background information for competitions that are coordinated between designers and educators to promote students thinking about how to solve real world problems using design.  There are links provided to sample problems and challenges suited for Prep to Year 4 levels as well as more in depth concepts for high school students, such as designing jobs for 2050.  Interesting read and plenty of information to be explored. 

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From recession's wake, education innovation blooms :: WRAL.com

From recession's wake, education innovation blooms :: WRAL.com | :: The 4th Era :: | Scoop.it

by Justin Pope

 

"As with so many innovations — from the light bulb to the Internet — the technology is bubbling up mostly from the United States, fueled by American capital chasing profitable solutions to American problems. But as with those past innovations, the impact will be global. In this case, it may be even more consequential in developing countries, where mass higher education is new and the changes could be built into emerging systems."

Jim Lerman's insight:

An interesting and wide-ranging overview of the current state of technology's impact on higher education. An even-handed view that supports technology, has a positive view of MOOCs, but sees that there is considerable worth in saving what works best in brick and mortar universities.

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#ETMOOC | A MOOC about educational technology & media – Coming January 2013

MOOC = Massive Open Online Course

"This space will act as an information hub for #etmooc, an open, online experience that is designed to facilitate & nurture conversations around the thoughtful integration of educational technology & media in teaching and learning.

Think of #etmooc as an experience situated somewhere between a course and a community. While there will be scheduled webinars and information shared each week, we know that there is a lot more that we will collectively need to do if we want to create a truly collaborative and passionate community.

We’re aiming to carry on those important conversations in many different spaces – through the use of social networks, collaborative tools, shared hashtags, and in personalized spaces. What #etmooc eventually becomes, and what it will mean to you, will depend upon the ways in which you participate and the participation and activities of all of its members. Let’s see if we can create something that is not just another hashtag – and, not just another course.

Some exciting topics will be explored during the #etmooc experience. We’ll be leading conversations around many of the recently popularized technologies, media and literacies including social/participatory media, blended/online learning environments, digital literacies, open education, digital citizenship/identity, copyright/copyleft, and multimedia in education. We hope that this list of topics will grow as we expand our membership and tap into the expertise of our participants. However it is not the topics that we cover, but it is what we discover, create and share together that will be critical to the success of the etmooc experience."

"Topics & Tentative Schedule

The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.

Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc

- Topic 1 (Jan 20-Feb. 2): Connected Learning – Tools, Processes & Pedagogy
- Topic 2 (Feb 3-16): Digital Storytelling – Multimedia, Remixes & Mashups
- Topic 3 (Feb 17-Mar 2): Digital Literacy – Information, Memes & Attention
- Topic 4 (Mar 3-16): Digital Citizenship – Identity, Footprint, & Social Activism
- Topic 5 (Mar 17-30): The Open Movement – Open Access, OERs & Future of Ed."


Via Dennis Richards
Jim Lerman's insight:

Looks like it's going to be a great course.

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Learning, Reimagined: Inside the New Classrooms Model of Personalized Instruction

Learning, Reimagined: Inside the New Classrooms Model of Personalized Instruction | :: The 4th Era :: | Scoop.it
A former fifth-grade teacher and co-founder of the Teach to One instructional model explains how it enhances the teaching and learning experience.

Via Naomi Monson
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Naomi Monson's curator insight, October 3, 2013 10:03 AM

This article addresses how as teachers we need to shift to personalized learning environments for our students.  Note the comments at the end of differing opinions whether or not this really can work in a regular classroom.

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Reinventing School From the Ground Up For Inquiry Learning ~ Mind/Shift

Reinventing School From the Ground Up For Inquiry Learning ~ Mind/Shift | :: The 4th Era :: | Scoop.it

by Thom Markham


"A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21st century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming “inquiry-based” schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.


"But a historical moment has arrived. Confusion over the Common Core and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair."

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How Technology Wrecks the Middle Class |~ New York Times

How Technology Wrecks the Middle Class |~ New York Times | :: The 4th Era :: | Scoop.it

by David H. Autor and David Dorn

 

"Technology is creating jobs — but at the upper and lower ends of the spectrum. The outlook for the middle class may rely on “new artisans” who combine technical and interpersonal skills."

 

[Image is of a robotic assembly line in a General Motors plant in Lansing, Mich.]

Jim Lerman's insight:

This strikes me as an uncommonly astute and balanced appraisal of the economics of employment -- at least for much of the next generation (about 15-20 years). This takes us to the late 2020's or so.

 

The futurist Ray Kurzweil predicts that machine intelligence will overtake human intelligence around the year 2045. He calls this moment the "Singularity". [See this article in Time magazine from 2011, if you'd like to delve into the subject: http://ti.me/15coDQ5]

 

So, from the late 2020's, that leaves a time span about equal to one more generation in which the middle class will see itself further shredded into high and low income segments. In other words, the grandchildren of the current millenial generation will likely face an employment landscape in which most will vie with machines for the jobs that will provide a comfortable, or better than comfortable, lifestyle. And those who don't prevail over the machine will likely be consigned to repetitive, low paying work.

 

Learn to program, or be programmed -- that may very well be the most fundamental economic/educational choice for the largest portion of the population in the developed world for the next half century -- starting now. Which path for your descendents?

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MIT Media Lab, d.school Point the Way Toward Decentralized, Networked Learning | Mediashift | PBS

MIT Media Lab, d.school Point the Way Toward Decentralized, Networked Learning | Mediashift | PBS | :: The 4th Era :: | Scoop.it

by Aran Levasseur

 

TECHNOLOGY ISN’T ENOUGH

 

"In education, digital technology and 21st century learning have become quite fashionable. Schools that have the resources to integrate digital tools are eager to do so. But digital tools are only the beginning. They are intimations of greater changes to come. It will be the novel and creative ways that people interact using technology that will generate the innovation all sectors of our society are looking for. If flattening hierarchies and decentralizing control are previews of coming attractions, then what does that mean for education?

 

"Let’s start with the classroom. Flattening hierarchies and decentralizing control would increase autonomy and augment network interaction. A flattened hierarchy would transform the teacher from an omnipotent silo of knowledge to more of a designer, coach and guide. This would enable greater autonomy for students to pursue what intrinsically motivates them within an environment shaped by design thinking and under the guidance of a teacher. Greater network interaction would emphasize collaboration versus individual achievement. With an Internet connection via a smartphone, tablet or laptop, a learning network would be rooted in the local environment but limited only by one’s imagination. Integral to this structural shift is the collapse of departmental walls and cultivation of multidisciplinary thinking. This is not your father’s or mother’s school. But it is the kind of learning your can find at two of the world’s premier universities: MIT and Stanford."

Jim Lerman's insight:

A penetrating essay that traces the growth of human social organization through the impacts made by developing technologies, a view that i favor.

Well worth reading and thinking about.

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Rescooped by Jim Lerman from Into the Driver's Seat
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Spigot

Spigot | :: The 4th Era :: | Scoop.it

"We aggregate news, research, opinion and info for those working at the intersection of learning, technology, and youth.

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Jim Lerman's curator insight, August 5, 2013 1:43 AM

A great resource that I'm just beginning to dig into. Make sure to check it out if the description above appeals to or interests you.

Rescooped by Jim Lerman from Technology Advances
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Google, Cyborgs, and the Future of Education

Google, Cyborgs, and the Future of Education | :: The 4th Era :: | Scoop.it
Google, Cyborgs, and the Future of Education

Via Tom D'Amico (@TDOttawa) , Lynnette Van Dyke
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Four Concepts For The Future That Could Create A More Sustainable World

Four Concepts For The Future That Could Create A More Sustainable World | :: The 4th Era :: | Scoop.it
Earlier this year, Sony teamed up with the Forum of the Future to brainstorm four scenarios of what life will be like in 2025.

Via Wildcat2030, ddrrnt
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