I recently had the pleasure of speaking with award-winning author, educator, and documentarian Douglas Rushkoff. Our discussion focused on his new book “Present Shock: When Everything Happens Now“, his advisory role at Codecademy, and the impact of Present Shock on education.
A couple weeks ago, Carlos Scolari interviewed me for a project on pedagogical innovation and disruptive practices in higher education at the Universitat Pompeu Fabra (Barcelona). The aim of the project is to produce a document on the “university of the future,” including diagnosis, trends,…
Will Richardson laments the “Khanification” of education: Which begs the questions, a) what should an education degree or a teaching certificate require when increasingly anyone with a connection can be a teacher of content, and, b) more importantly, what changes when the world begins to…
Preface: Today, the Waag Society (institute for art, science and technology) released a new publication, Spelen leren, lerend spelen (“Playing games, learning games”). I have a short article article in the magazine, which was published in Dutch. Here’s an English translation: In 1980, Seymour Papert…
John Moravec spoke with Vernor Vinge. His 1993 essay “The Coming Technological Singularity” argues that accelerating technological change will bring about the end of the human era as we know it, and that the world will become so complex and foreign to human observers, it will be impossible to predict what will happen next.
In this year’s issue of Villa Onderwijs by APS, Erno Mijland and Rob Mioch present their views of what “Teacher 3.0″ might look like (extended from the 3.0 paradigm shared at Education Futures previously). With the authors’ permission, we provide their translation of the original…
Real learning; Real memory
by Roger Schank
What do people need to learn and how can they learn it?
Every curriculum committee and every training organization has at one time or another convened a committee to answer this question. Their answers are always given in terms of telling about subjects: “more math,” “leadership,” “risk management,” “company policies.” But subject matter is far less important in learning than one might think.
“Instead of using these tools to teach centuries-old subject matter, perhaps we should instead use them to help us develop meaningful skills and personal knowledge — and to enhance our capacities to imagine, create, and innovate.“
As we shared earlier, Project Dream School started with a simple question: If you could build a dream school, what would you do?
This morning, I received some inspiring ideas. [...]
Make no mistake. Adobe makes great products. But, it is hard for educators and students to connect with them. First, the company produces professional-grade tools (Photoshop, Premiere Pro, After Effects, etc.), and, as a result, they are very expensive for resource-starved institutions to purchase (even…
