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?
D. Luis Martín Nuez. Makeroni Labs,
Dña. Raquel García y D. Daniel Espinosa. Crom Developer.
D. Francisco Sanz García. Bifi.
Dña. Berta Gonzalvo. Centro Tecnológico Aitiip.
D. Pablo Aliaga Cremades. Dlabs Hackerspace.
D. Juan Pradas. Etopia.
Personally, I am a big fan of lectures and am grateful when someone takes the time to explain something to me.
So it was difficult for me to open my mind to fresh data analysis, from Professor Ken Koedinger of Carnegie Mellon University, which adds more weight to the argument that lectures aren't an effective way to learn, despite our nostalgic memories of enjoying them.
He and a team of four Carnegie Mellon researchers mined the data from almost 28,000 students who took the course over the Coursera platform for Massive Open Online Courses (MOOCs). They found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam.
The students who did the best were those who clicked on interactive exercises.
Again, the "doers" did much better than students who primarily only watched videos or only did the readings. But here the "doers" who also watched or read, or watched and read, boosted their final exam scores.
With these conclusions, you'd think Koedinger would be calling for the abolition of instructional videos and for requiring students to complete interactive exercises when they take online classes. But Koedinger says he wants students to choose how they learn.
Moe told the audience she bought a bedside hub to tinker with from eBay, adding: "It actually contained other patient information." The box she bought is readily available online.
Software flaws are not only security-related; Moe recounts one instance when her pacemaker had to be debugged after it was set to deliver the wrong number of beats, making her nearly collapse after climbing stairs at Covent Garden station.
A series of tests revealed the pacemaker software was misconfigured.
Driverless vehicles have never been at fault, the study found: They're usually hit from behind in slow-speed crashes by inattentive or aggressive humans unaccustomed to machine motorists that always follow the rules and proceed with caution.
Ten days later, a Mountain View motorcycle cop noticed traffic stacking up
behind a Google car going 24 miles an hour in a busy 35 mph zone.
"I like it when people err on the side of caution. But can something be too cautious? Yeah."
One approach is to teach the vehicles when it's OK to break the rules, such as crossing a double yellow line to avoid a bicyclist or road workers.
"It's a sticky area," Schoettle said. "If you program them to not follow the law, how much do you let them break the law?"
Nunca comprenderé que pongas un comentario, petición, aviso, queja o lo que sea por un canal y te redirijan a otro diferente— fernand0 (@fernand0) 24 de enero de 2016
No se trata de tener páginas complicadas, llenas de todo tipo de artificios y que terminan siendo caras y difíciles de mantener, sino de opciones mucho más directas, sencillas, que cuentan historias.
Contando historias, reduciendo la incertidumbre de quien se plantea la visita o de quien opta entre varias posibilidades.
the Gynepunk collective is "assembling an arsenal of open-source tools for DIY diagnosis and first-aid care." Its weapons include 3D printable speculums, homemade incubators and microscopes from deconstructed webcams.