There's been a lot of debate about the purpose of higher education, and the debate will no doubt continue.
Here's a strange fact to add to that debate:
"One in three call centre workers in the UK now has a degree, according to a new survey, reflecting the problems faced by university-educated workers in finding suitable employment."
http://www.guardian.co.uk/money/2010/sep/22/call-centres-rise-graduate-applicants
Is there a serious mismatch between education and plans for economic prosperity? Do the education and economic strategies need to involve joined up thinking?
Wednesday, September 22, 2010
Friday, September 17, 2010
20,000 years of progress in 100 years!?
If this century is to experience 20,000 years of progress...
... then that sounds like computers (AI) are going to be a significant force for innovation. Where does that leave humans, and what's the role for teaching and learning?
Will the teachers be computers (AI)?
Will the students be computers (AI)?
... then that sounds like computers (AI) are going to be a significant force for innovation. Where does that leave humans, and what's the role for teaching and learning?
Will the teachers be computers (AI)?
Will the students be computers (AI)?
2st Century Learning: The Singularity University
We occasionally ask ourselves: what should we be doing with regard to Teaching and Learning in the 21st Century.
Here's one approach:
The Singularity University teaches the adoption of innovation via exponential technologies: article in Nature.
Most provocative quote:
"The twenty-first century won't see 100 years of advancement at year-2000 rates, but a mind boggling 20,000 years of progress."
Thursday, August 19, 2010
Solid block of text with more meaning than Lorum Ipsum
You may have seen solid blocks of text that use the Lorum Ipsum mumbo jumbo - what's it mean, most probably don't have a clue.
So I'm going to adopt a convention of using an english block of text that has some meaning. My chosen block of text (which is free to use by anyone) is this:
This block of solid text ignores guidelines for effective information presentation. If we assume that information is primarily aimed at humans then there are a number of simple steps that can be taken to present information in an effective manner. Some of those steps are described on this page. A quick guide may be welcome - see the reasons for a summary. Here is a quick guide for this topic:Provide an introduction and/or summary; Use white space; Structure;Contents list and section titles;Small paragraphs;Quick guide. Use plenty of white space. On the computer screen white space is free - there is no hidden charge. There is no need to cram 1000 words into one massive paragraph.They say that "a picture paints a thousand words". Diagrams can be very useful for quickly communicating a message. Pictures may also help to enhance the quality of a presentation. Us humans have limited conscious thought abilities, so it helps to present information in small manageable chunks. We usually like to know how these chunks relate to each other. To help with this the following are recommended: contents list and section titles. Do you still remember what our limited ability was? It helps if you avoid massive blocks of text; use small paragraphs. Summarise it! Because we are lazy and/or we do not have enough time to read a big report. If the summary of the report / article / page looks interesting and relevant then people will read the sections of interest, providing it is well structured. PS: You are free to copy and paste this anywhere - use it instead of the mysterious Lorum Ipsum text.
The text originates here:
https://sites.google.com/site/electronicacademic/Home/Projects/knowledge-management-system-kms/effective-information-presentation/one-block-of-solid-text
... which is an example of how NOT to do effective information presentation.
So I'm going to adopt a convention of using an english block of text that has some meaning. My chosen block of text (which is free to use by anyone) is this:
This block of solid text ignores guidelines for effective information presentation. If we assume that information is primarily aimed at humans then there are a number of simple steps that can be taken to present information in an effective manner. Some of those steps are described on this page. A quick guide may be welcome - see the reasons for a summary. Here is a quick guide for this topic:Provide an introduction and/or summary; Use white space; Structure;Contents list and section titles;Small paragraphs;Quick guide. Use plenty of white space. On the computer screen white space is free - there is no hidden charge. There is no need to cram 1000 words into one massive paragraph.They say that "a picture paints a thousand words". Diagrams can be very useful for quickly communicating a message. Pictures may also help to enhance the quality of a presentation. Us humans have limited conscious thought abilities, so it helps to present information in small manageable chunks. We usually like to know how these chunks relate to each other. To help with this the following are recommended: contents list and section titles. Do you still remember what our limited ability was? It helps if you avoid massive blocks of text; use small paragraphs. Summarise it! Because we are lazy and/or we do not have enough time to read a big report. If the summary of the report / article / page looks interesting and relevant then people will read the sections of interest, providing it is well structured. PS: You are free to copy and paste this anywhere - use it instead of the mysterious Lorum Ipsum text.
The text originates here:
https://sites.google.com/site/electronicacademic/Home/Projects/knowledge-management-system-kms/effective-information-presentation/one-block-of-solid-text
... which is an example of how NOT to do effective information presentation.
Friday, May 14, 2010
Wednesday, May 12, 2010
Turbo charged learning and memory
http://www.guardian.co.uk/education/2009/feb/13/gcses-teaching
Fields, a leading US neuroscientist, ... found that the stimulation of cells in the brain repeated three times had to be interspersed with 10-minute breaks before the synapse became strengthened permanently - the chemical and biological process in the brain which turns short-term recollections into long-term memories.
Learning or memorising?
Repeat 3 times, with interspersed with 10-minute breaks.
Fields, a leading US neuroscientist, ... found that the stimulation of cells in the brain repeated three times had to be interspersed with 10-minute breaks before the synapse became strengthened permanently - the chemical and biological process in the brain which turns short-term recollections into long-term memories.
Learning or memorising?
Repeat 3 times, with interspersed with 10-minute breaks.
Truth Mapping
An idea is proposed as premise.
A premise can have critiques and rebuttals.
These link to other ideas / premises.
http://www.youtube.com/watch?v=T8XgPDs_pHc
http://www.truthmapping.com/
A premise can have critiques and rebuttals.
These link to other ideas / premises.
http://www.youtube.com/watch?v=T8XgPDs_pHc
http://www.truthmapping.com/
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