There's something very attractive about seeing everything as connected; it serves a basic need to rationalise everything in terms of cause and effect. It offers the mechanics of countless feedback loops that, if we could only count them all, would allow us to uncover 'the big picture'. There's also something extremely wonderful about the aesthetics of the network diagram, its volume, its physics, its emergence, its power. It is like the rendering of a hidden truth suddenly emerging before our eyes and taking us behind the scenes of everything we want to see through it.
Decís que los robots nos quitarán el trabajo. De momento ya nos están quitando media vida con sus notificaciones incansables y permanentes..— fernand0 (@fernand0) September 2, 2016
Vuelvo a publicar episodio en mi podcast principal de El Telar del Geek.
En esta ocasión la verdad es que la temática es... digamos diversa jeje. He llamado a Fernando Tricas y a Ricardo, que también es profesor en la Universidad de Zaragoza para hablar de todo un poco. Como vemos la evolución de los ordenadores, smartphones, internet, hacia donde creemos que va todo...
Next month, the worldwide semiconductor industry will formally acknowledge what has become increasingly obvious to everyone involved: Moore's law, the principle that has powered the information-technology revolution since the 1960s, is nearing its end.
Probably not -- if only because at that scale, electron behaviour will be governed by quantum uncertainties that will make transistors hopelessly unreliable. And despite vigorous research efforts, there is no obvious successor to today's silicon technology.
"A Boeing 787 doesn't go any faster than a 707 did in the 1950s -- but they are very different airplanes", with innovations ranging from fully electronic controls to a carbon-fibre fuselage.
Some people do an awful lot of stuff with technology in some parts of their lives and then not so much in other parts
... helping people to visualise their practices so that if they do want to change, at least they know where they're starting from. It's so much more empowering a metaphor than native/immigrant. It's about what you do and why you do it, not about who you are as a person.
Imagine having at least part of your virtual learning environment (VLE) open, not just for current students (and even current students usually can't see all the teaching that might be useful to them) but for non-students, prospective students, or staff members who want to know what's happening down the road, across the country, in that academic department that interests them.
So much of the pedagogy as well as the content of the university is locked away. That has implications not just for potential students but also from a policy perspective - if part of the problem in higher education policy is of non-university people not understanding the work of the university, being open would have really great potential to mitigate that lack of understanding.
The product of education should be effective citizenship that is enacted out in the open. I would like to see our universities modelling themselves more closely on what we should be looking for in society generally: networked, open, transparent, providing the opportunity for people to create things that they wouldn't create all by themselves.
So, being ruled by student expectations is limiting because they don't know what they don't know, while we who work in higher education do have a certain level of expertise around what's possible. That's not to say we should ignore the needs of students or shouldn't pay attention when they tell us what would be effective for them. But part of our job is to provide a space for our students to stretch and explore things and if all we do is meet their expectations they're not going to do that.
The employability issue is more difficult because I don't think we in higher and further education ever want to be saying we don't care if our students don't get work - that's not true. But the framing of it is all wrong. The point of any educational system is not to provide citizens with jobs. That's the role of the economy.
So, educators need to figure out what they need to do. Are you trying to have a conversation? Are you simply trying to transmit information? Or are you, in fact, trying to have students create something?