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7 episodes with audrey watters
8 episodes with audrey watters
2 episodes with audrey watters
2 episodes with audrey watters
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23 episodes with audrey watters
2 episodes with audrey watters
2 episodes with audrey watters
2 episodes with audrey watters
Helen Beetham isn't waiting for an AI upgrade as she considers what higher education is for, why learning is ostensibly ripe for AI, and how to diversify our course. Helen and Kimberly discuss the purpose of higher education; the current two tribe moment; systemic effects of AI; rethinking learning; GenAI affordances; the expertise paradox; productive developmental challenges; converging on an educational norm; teachers as data laborers; the data-driven personalization myth; US edtech and instrumental pedagogy; the fantasy of AI's teacherly behavior; students as actors in their learning; critical digital literacy; a story of future education; AI ready graduates; pre-automation and AI adoption; diversity of expression and knowledge; two-tiered educational systems; and the rich heritage of universities.Helen Beetham is an educator, researcher and consultant who advises universities and international bodies worldwide on their digital education strategies. Helen is also a prolific author whose publications include “Rethinking Pedagogy for a Digital Age”. Her Substack, Imperfect Offerings, is recommended by the Guardian/Observer for its wise and thoughtful critique of generative AI. Additional Resources:Imperfect Offerings - https://helenbeetham.substack.com/Audrey Watters - https://audreywatters.com/ Kathryn (Katie) Conrad - https://www.linkedin.com/in/kathryn-katie-conrad-1b0749b/ Anna Mills - https://www.linkedin.com/in/anna-mills-oer/ Dr. Maya Indira Ganesh - https://www.linkedin.com/in/dr-des-maya-indira-ganesh/ Tech(nically) Politics - https://www.technicallypolitics.org/ LOG OFF - logoffmovement.org/ Rest of World - www.restofworld.org/Derechos Digitales – www.derechosdigitales.org A transcript of this episode is here.
Chancellor Melissa Aviles-Ramos, Feb. 12, 2025, A Message for Families Regarding Non-Local Law Enforcement, https://www.schools.nyc.gov/about-us/messages-for-familiesAP, Feb. 11, 2025, DOGE cuts $900 million from agency that tracks American students' academic progresshttps://apnews.com/article/ies-musk-doge-education-cuts-4461d7bdbe9d55c5a411d8465999b011Stars and Stripes, Feb. 7, 2025, DODEA adds lessons to ‘do not use' list sent to schools worldwidehttps://www.stripes.com/theaters/europe/2025-02-07/dodea-removes-book-pending-review-16753412.htmlScripps News, Feb. 14, 2025, Public schools face deadline to remove DEI policies or lose federal fundinghttps://www.scrippsnews.com/us-news/education/public-schools-face-deadline-to-remove-dei-policies-or-lose-federal-fundingWaPost, Feb. 14, 2025, Park Service deletes trans references on Stonewall Inn monument pagehttps://www.washingtonpost.com/travel/2025/02/13/stonewall-transgender-lgb-national-park-service/Stonewall National Monument website, https://www.nps.gov/ston/index.htmWash Post, Feb. 4, 2025 Here are the words putting science in the crosshairs of Trump's ordershttps://www.washingtonpost.com/science/2025/02/04/national-science-foundation-trump-executive-orders-words/On the Media, Feb.17, 2025. Donald Trump is Rewriting the Past.https://www.wnycstudios.org/podcasts/otm/articles/donald-trump-is-rewriting-the-past-plus-the-christian-groups-vying-for-political-powerMSNBC, Feb. 14,, 2025 At confirmation hearing, Linda McMahon refuses to say Black history courses will be allowedhttps://www.msnbc.com/the-reidout/reidout-blog/linda-mcmahon-black-history-dei-trump-rcna192301The 74, Feb. 13 Stunned Education Researchers Say Cuts Go Beyond DEI, Hitting Math, Literacyhttps://www.the74million.org/article/stunned-education-researchers-say-cuts-go-beyond-dei-hitting-math-literacy/Audrey Watters blog https://audreywatters.com/blog/ and https://2ndbreakfast.audreywatters.com/Audrey Watters on AI Foreclosure https://2ndbreakfast.audreywatters.com/ai-foreclosure/CNN, Oct. 13, 2024 With AI warning, Nobel winner joins ranks of laureates who've cautioned about the risks of their own workhttps://www.cnn.com/2024/10/13/health/nobel-laureate-warnings-ai/Statement on AI Risk, https://www.safe.ai/work/statement-on-ai-riskMichael Gerlach, AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinkinghttps://www.mdpi.com/2075-4698/15/1/6 ¬¬¬¬¬¬
Gettin' Air with Charles Logan. A Learning Sciences PhD student at Northwestern University, Charles joins the show to chat about resistance and refusal of educational technologies, Luddite pedagogies, and how Audrey Watters is the GOAT.
Until recently, Audrey Watters was one of the most prominent and prolific critics of digital technology and education – dubbed ‘ed-tech's Cassandra'.Then in 2021, she published a book, quit Twitter, and wound up her highly influential ‘Hack Education' blog.In this episode, we catch up with Audrey about her new ‘Second Breakfast' project, and her pivot to writing about fitness technologies, food and exercise.Audrey talks about the parallels between fitness tech and digital education, the enduring legacy of BF Skinner in current Silicon Valley thinking, as well as her reflections on the relentless grind of critiquing EdTech.**Link to Audrey's ‘Second Breakfast' Sub stack
This Selects episode was originally published on July 12, 2022. --- Original Show Notes --- Hosts Clarin Collins and Sean Leahy talk with Leigh Wolf and Audrey Watters about the futures of educational technology, how we have come into an era where technologies are present in almost all classrooms and how that has changed teaching and learning in significant ways. Our guests chat about how we could create a more humanistic approach to existing and emerging EdTech, and how EdTech can become a roadblock for teachers. Our panelist help us unpack what EdTech really means, and define it in a broader sense than a “computerized” or “digital” tool only. They invite us to think critically about what EdTech could be in the future and how to help it become more equitable and accessible.About our guests:Audrey Watters | Blog | Hack EducationAudrey's new book: Teaching Machines - The History of Personalized Learning available via MIT PressDr. Leigh Wolf | ASU BioThe Learning Futures Podcast is produced at the Mary Lou Fulton Teachers College at Arizona State University. The Executive Producer is Dr. Sean Leahy, the show is produced by Dr. Clarin Collins and Karina Muñoz Baltazar, with technical production provided by Jacob Snider.
Hosts Clarin Collins and Sean Leahy talk with Leigh Wolf and Audrey Watters about the futures of educational technology, how we have come into an era where technologies are present in almost all classrooms and how that has changed teaching and learning in significant ways. Our guests chat about how we could create a more humanistic approach to existing and emerging EdTech, and how EdTech can become a roadblock for teachers. Our panelist help us unpack what EdTech really means, and define it in a broader sense than a “computerized” or “digital” tool only. They invite us to think critically about what EdTech could be in the future and how to help it become more equitable and accessible. About our guests:Audrey Watters | Blog | Hack EducationAudrey's new book: Teaching Machines - The History of Personalized Learning available via MIT PressDr. Leigh Wolf | ASU Bio The Learning Futures Podcast is produced at the Mary Lou Fulton Teachers College at Arizona State University. The Executive Producer is Dr. Sean Leahy, the show is produced by Dr. Clarin Collins and Karina Muñoz Baltazar, with technical production provided by Jacob Snider.
Is tech-ed the future, or a dystopia? Host Daniel Barwick interviews "Ted-Ed's Cassandra" and Hack Education blogger Audrey Watters.
We speak with independent journalist Audrey Watters, author of "Teaching machines: The history of personalized learning," about the origins of teaching machines and the pedagogies that incorporate mechanical devices for teaching and learning. Ms. Watters explains how BF Skinner's emphasis on behaviorism, in combination with commercial opportunism, has led in some cases to the supplanting of teachers by computer software.
Audrey Watters shares about her book, Teaching Machines, on episode 397 of the Teaching in Higher Ed podcast. Quotes from the episode When people try to erase history, they do that to foreclose hope. -Audrey Watters If we have a better understanding of the history of educational technology, there is hope. -Audrey Watters I do not think that the future is already written. -Audrey Watters Resources Teaching Machines, by Audrey Waters B. F. Skinner The 100 Worst Ed-Tech Debacles of the Decade, by Audrey Watters Edward Thorndike Sal Khan Behaviorism The Teacher Wars, by Dana Goldstein Photo of a Teaching Machine from TMI
Stanford education professor Mitchell Stevens on developing a science for working learners for the NSF to improve research and outcomes for those outside of the traditional higher education system.Mitchell Stevens is a sociologist of higher education at Stanford University and the co-director of the Stanford Pathways Lab with John Mitchell.Report LinksHere is a link to the full reportRead the list of contributors to the report.Sign up for a live event on January 19th to discuss the report (also here).Resources Recommended by Professor Stevens1. The Education Trap, Christina Groeger2. Teaching Machines: The History of Personalized Learning, Audrey Watters
NEPC Researcher Christopher Saldaña interviews Audrey Watters about her new book, Teaching Machines: The History of Personalized Learning.
Drew Perkins talks with Audrey Watters about her new book, Teaching Machines: The History of Personalized Learning. Links & Resources Mentioned In This Episode: Teaching Machines: The History of Personalized Learning hackeducation.com audreywatters.com The TeachThought Podcast Ep. 263 Bob Moses, Civil Rights Leader/Educator Visit wegrowteachers.com for info on our workshops and services.
A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team: The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons; Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format. Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book. The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks. Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse. This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint.And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed):Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D'Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singhDo you have thoughts, comments, or questions about this podcast? Send us a message or tweet.
Resources: Audrey Watters new book, published by MIT Press, “Teaching Machines: The History of Personalized Learning” Latest NY Times article on the current state of the vaccine mandate for teachers and school staffNew New York State Senate bill requiring a remote learning option for NYC students and AM NY article about itNYC Public School Parents on the new interim computerized assessments purchased by DOE for $36 millionAllen Golston of Gates Foundation quote on the purpose of educationVideo of Mario Savio 1964 speech
Contrary to the claims of many of today's advocates of computerized instruction and online learning, efforts to use technology to improve the education process are hardly new. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters recounts the attempts over the past century to use technology to improve educational procedures. These began over a century ago with psychologist Sidney Pressy's effort to invent an “automatic teacher” that would eliminate drudgery by automating test scoring. While such efforts gained momentum in the 1930s, the attempts by manufacturers to profit from such technology often complicated their introduction and adoption. In the 1950s B. F. Skinner gave new life to these endeavors by developing devices and processes that applied his theories of behavioral psychology to the learning process. Though the idea of “push-button education” seized the public's imagination and stimulated efforts to introduce his teaching machines to the classroom, by the end of the 1960s the growing backlash against Skinner's ideas and regimentation in education ensured the demise of his vision of the automated classroom. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
Contrary to the claims of many of today's advocates of computerized instruction and online learning, efforts to use technology to improve the education process are hardly new. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters recounts the attempts over the past century to use technology to improve educational procedures. These began over a century ago with psychologist Sidney Pressy's effort to invent an “automatic teacher” that would eliminate drudgery by automating test scoring. While such efforts gained momentum in the 1930s, the attempts by manufacturers to profit from such technology often complicated their introduction and adoption. In the 1950s B. F. Skinner gave new life to these endeavors by developing devices and processes that applied his theories of behavioral psychology to the learning process. Though the idea of “push-button education” seized the public's imagination and stimulated efforts to introduce his teaching machines to the classroom, by the end of the 1960s the growing backlash against Skinner's ideas and regimentation in education ensured the demise of his vision of the automated classroom. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/technology
Contrary to the claims of many of today's advocates of computerized instruction and online learning, efforts to use technology to improve the education process are hardly new. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters recounts the attempts over the past century to use technology to improve educational procedures. These began over a century ago with psychologist Sidney Pressy's effort to invent an “automatic teacher” that would eliminate drudgery by automating test scoring. While such efforts gained momentum in the 1930s, the attempts by manufacturers to profit from such technology often complicated their introduction and adoption. In the 1950s B. F. Skinner gave new life to these endeavors by developing devices and processes that applied his theories of behavioral psychology to the learning process. Though the idea of “push-button education” seized the public's imagination and stimulated efforts to introduce his teaching machines to the classroom, by the end of the 1960s the growing backlash against Skinner's ideas and regimentation in education ensured the demise of his vision of the automated classroom. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history
Contrary to the claims of many of today's advocates of computerized instruction and online learning, efforts to use technology to improve the education process are hardly new. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters recounts the attempts over the past century to use technology to improve educational procedures. These began over a century ago with psychologist Sidney Pressy's effort to invent an “automatic teacher” that would eliminate drudgery by automating test scoring. While such efforts gained momentum in the 1930s, the attempts by manufacturers to profit from such technology often complicated their introduction and adoption. In the 1950s B. F. Skinner gave new life to these endeavors by developing devices and processes that applied his theories of behavioral psychology to the learning process. Though the idea of “push-button education” seized the public's imagination and stimulated efforts to introduce his teaching machines to the classroom, by the end of the 1960s the growing backlash against Skinner's ideas and regimentation in education ensured the demise of his vision of the automated classroom. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
Contrary to the claims of many of today's advocates of computerized instruction and online learning, efforts to use technology to improve the education process are hardly new. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters recounts the attempts over the past century to use technology to improve educational procedures. These began over a century ago with psychologist Sidney Pressy's effort to invent an “automatic teacher” that would eliminate drudgery by automating test scoring. While such efforts gained momentum in the 1930s, the attempts by manufacturers to profit from such technology often complicated their introduction and adoption. In the 1950s B. F. Skinner gave new life to these endeavors by developing devices and processes that applied his theories of behavioral psychology to the learning process. Though the idea of “push-button education” seized the public's imagination and stimulated efforts to introduce his teaching machines to the classroom, by the end of the 1960s the growing backlash against Skinner's ideas and regimentation in education ensured the demise of his vision of the automated classroom. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society
Gettin' Air with Audrey Watters. Audrey returns for the season 4 finale with an update on the book she was working on in her first appearance. Teaching Machines is out now and ready for you to devour! We chat about what it took to bring this fascinating tale to life and how space monkeys might be next. (you can order it here: https://mitpress.mit.edu/books/teaching-machines).
Audrey Watters' new book, Teaching Machines, tells the story of how two academics, Sidney Pressey in the 1920s and B.F. Skinner in the 1950s, attempted to develop and market mechanical devices for learning. John talks to Audrey about the book and explores the reasons why both of these pioneers of pre-computer learning technology, ultimately, failed. In the book Audrey Watters, who describes herself as 'an education writer, an independent scholar, a serial dropout, a rabble-rouser, and ed-tech's Cassandra', also draws comparisons with today's technologists, and sees the pervasive influence of B.F. Skinner at work in their attempts to use personalization as a means of control. 00:00 - Intro 03:06 - B. F. Skinner and his teaching machine 08:30 - Sidney Pressey's teaching machine, 1920s 18:38 - Did B.F. Skinner really raise his daughter in a box 21:50 - Why has personalization of education not happened? 28:06 - What technologists get wrong about education 39:03 - What has been her personal journey in learning? The Book: Teaching Machines: The History of Personalized Learning https://mitpress.mit.edu/books/teaching-machines Follow Audrey Twitter: @audreywatters LinkedIn: https://www.linkedin.com/in/audrey-watters-96135a145/ Website: http://audreywatters.com/ Blog: http://hackeducation.com/ Contact John Helmer Twitter: @johnhelmer LinkedIn: https://www.linkedin.com/in/johnhelmer/ Website: http://johnhelmerconsulting.com/ Download the new white paper from Learning Pool written by John Helmer & Ben Betts – Suite Dreams: The Past, Present and Future of Learning Systems https://learningpool.com/suite-dreams/
People don't talk much today about early teaching machines, some of which were made out of wood and brass. And that's no accident, according to Audrey Watters, a longtime critical observer of edtech who is out with a new book called Teaching Machines: The History of Personalized Learning. On this episode, we're dusting off these old teaching machines from all the way back to the 1920s, to see what these low-tech devices can teach us about education today.
For Between the Chapters episode, Laura is in conversation with Audrey Watters and sava saheli singh to navigate these troubling waters of educational technology. This episode swirls around the ed tech’s dystopian storm from Chapter 25; however, we all agreed there are many dark aspects from previous chapters and years prior to hit the fever pitch of 2018. The issues and challenges of a number teaching and learning technologies have been brought up in previous bonus book club chats. Beyond avoiding the sci-fi plot being drafted by technology companies, we can find agency through refusal and doing more than just being critical of ed tech. We need to return to a sense of “the commons” in higher ed, where care and compassion coexist with our practices -- let’s pack up our values & build that space again, my friends. New Round of Chan Zuckerberg Initiative Grants Steers Clear of Ed Tech Pushback Against Summit Learning Implementation in Kansas – “Start of a Rebellion,” or a Learning Experience? So You Want the Tips and Tricks of EdTech Integration… (Sal Khan) Ender’s Game (book) Black Mirror (TV) How China Is Using “Social Credit Scores” to Reward and Punish Its Citizens The West could be closer to China's system of 'social credit scoring' than you think Networked professional identity and community online (reflections) California Consumer Privacy Act (CCPA) Canada’s Anti-Spam Legislation General Data Protection Regulation (GDPR) Schools Are Deploying Massive Digital Surveillance Systems. The Results Are Alarming Pushback Is Growing Against Automated Proctoring Services. But So Is Their Use Proctorio vs. Ian Linketter Defence Background: Ed-Tech Specialist Fights Proctorio Lawsuit Listening to Refusal: Opening Keynote for #APTconf 2019 by Donna Lanclos Refusal, Partnership, and Countering Educational Technology’s Harms by Charles Logan Un-Annotated by Audrey Watters More than 60 academic programs at Laurentian University cut due to insolvency issues Oakland school board unanimously agrees to eliminate its police force We Do This ‘Til We Free Us by Mariame Kaba What is the Prison Industrial Complex? Questions asked: Where do the responsibilities lie for educational technology? When was the last time you resisted technology? How do you use refusal in ed tech? What should we refuse or resist more, in general? Where did the common go in our shared institutions? How can we build a better community to have reciprocity and responsibility for one another in ed tech/higher ed/life? What if we do decide that ed tech makes things worse? Where do we go if ed tech is actually a dystopian project? What is it that we value that is not wrapped up in ed tech we want to take with us? How do we reclaim some of the agency, hope, and good stuff we thought would come out of ed tech? If there is a commons somewhere, where is it? Can we get an invite? Continue learning from these guests of the pod: Audrey: https://audreywatters.com/ sava: https://www.screeningsurveillance.com/ We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.
For TeachLab’s tenth and final Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Kevin Gannon, professor and director of the Teaching and Learning Center at Grand View University in Des Moines, Iowa. Together they discuss the final chapter of Failure to Disrupt: Why Technology Alone Can’t Transform Education.“My institution is where you have students who are living in their cars, students who can't get basic needs, students who are working three jobs and need some technical solution to help them manage this workload. But they're not in those conversations about the tools that we have available to us, to adopt. I don't know what the solution to that is. But I don't think Ivy League graduates designing these products that look like the app students use, so they're more comfortable with it- I don't think that's the answer.” -Kevin GannonIn this episode we’ll talk about:Kevin’s edtech stories - Gopher/PearsonTakeaways from the final chapter and the whole bookEdtech amnesiaTheories of Change“Disruption”Responsibilities of schools vs. society“Clunky” Student Information SystemsLack of student voice in edtech decision makingNext book recommendations Resources and LinksCheck out Kevin Gannon’s book Radical HopeCheck out Audrey Watters' book Teaching Machines: The History of Personalized LearningCheck out Sustainable. Resilient. Free.: The Future of Public Higher Education by John WarnerCheck out Schools That Learn): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education co authored by Peter SengeWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub10/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
For TeachLab’s ninth Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Candace Thille, director of Learning Science at Amazon and former researcher and faculty member at Stanford University and at Carnegie Mellon. Together they discuss Chapter 8, The Toxic Power of Data and Experiment.“It wasn't just that they didn't know how to use the educational technology. It was their belief about their role as a learner and their belief about her role as an instructor. And so just like you talked about many times in your book, the technology can't do it. The human interactions are what really drive how the technology gets used.” -Candace ThilleIn this episode we’ll talk about:Candace’s positive edtech story - Human interaction with edtech implementationCandace’s negative edtech story - Failure of interface designPrivacy/surveillance/autonomy concerns in edtechOpen Learning Initiative statistics courseComprehensive Assessment of Outcomes in a first Statistics course (CAOS)Systematically evaluating the variations between teachersDefining “experiments”Ethical data collectionData ≠ useful insightDemocratizing education research Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub9/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
For TeachLab’s eighth Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Courtney Bell, a former research scientist at the Education Testing Services and now director of the Wisconsin Center for Education Research (WCER), UW–Madison School of Education. Together they discuss the book’s third edtech dilemma, the Trap of Routine Assessment.“The assessment practice of observing Justin teach or Justin teaching in an assessment situation is not the same, by definition from Justin's real world teaching… My assertion is, that's always true in every assessment. If that's the case, then we think to ourself where can technology fit into this thing?” - -- Courtney Bell In this episode we’ll talk about:Courtney’s edtech story - PalmPilot and MursionComplex performance assessmentHistory of assessment technology - TUTOR and PLATOReal-world teaching vs. The observer effectCapturing teacher decision makingLack of social understanding in technology assessmentPeer-assessment technologyMeaningful feedbackStealth Assessment Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub8/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
For TeachLab’s seventh Failure to Disrupt Book Club episode we look back at Justin’s live conversation with regular Audrey Watters and special guest Antero Garcia. He's a faculty member at the Stanford Graduate School of Education and a former teacher in the Los Angeles Unified School District. Together they discuss the book’s second edtech dilemma, the Ed Tech Matthew Effect.“Let's start with the community as the designer, and what it means to then imagine what schools and the tools that schools are going to need to build from there. That, to me, seems like the starting place of the conversation. I tend to get grumpier as I think about other kinds of tools because I think they all are generally bad. All of the surveillance stuff is... Not only do I not trust the tool, but I don't trust the motive or the intentions of the companies that are making and selling these tools or of the designers...” - Antero Garcia In this episode we’ll talk about:Antero Garcia’s edtech story - SMART boardAntero’s workIssues and shortcomings of edtechThe “Digital Divide”Dangers of proctoring softwareAligning business values with that of public schoolsCommunity designWiFi over wellbeingLack of imagination in education Resources and LinksCheck out Antero’s book, Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High SchoolWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub7/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
For TeachLab’s sixth Failure to Disrupt Book Club episode we look back at Justin’s live conversation with regular Audrey Watters and special guest Dan Meyer, the chief academic officer at Desmos. Together they discuss the work of Desmos and the section of Justin’s book on the “Curse of the Familiar.”“From our perspective, for us, we are not trying to subvert the school day. We're not trying to get learning outside of the four walls of the classroom. We're not trying to upend schooling and turn everyone into home schoolers. I'm not judging those necessarily, but I'm just saying, we know what we're not trying to do, and we're actually really eager to use the four walls, we understand that there are things that are possible when a bunch of people are together in a room that is impossible during asynchronous experiences. There's this sometimes collective effervescence, it's why we used to go to movie theaters, or why sports are interesting to watch in person, versus on TV. It's that bubbly champagne like feeling when you're all together. So we know what we're trying to change and not trying to change.” - Dan Meyer In this episode we’ll talk about:Dan Meyer’s edtech story and teaching experienceSuccess of QuizletCurse of the FamiliarCombat vs. Co-opt schoolingDesmos’ approachCommunity in edtechCreating a low, welcoming floorThe business of edtechAssessment in online learning Resources and LinksCheck out Dan Meyer’s blog!Learn more about Desmos!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub6/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
For TeachLab’s fifth Failure to Disrupt Book Club episode, we look back at Justin’s live conversation with regular Audrey Watters and special guests Scot Osterweil, a game designer and creative director for the MIT Education Arcade, and the esteemed games researcher Constance Steinkuehler. They discuss the history of learning games, their current work, and Failure To Disrupt’s Chapter 4: Testing the Learning at Scale Genres: Learning Games.“I've been studying kids in games for a long time. And oftentimes, when you try to tackle issues of how to treat other people online, how to deal with conflict, how to manage your screen time and also stay physically fit, it's very hard to create interventions around games, that kids just don't spit right back out. They just don't take because there are often layers added on top. They're not authentic to the space. In my efforts, and I'm sure people have done better than me, but in my efforts, it always seems to be colonizing and the kids will ignore me, and it comes off as, mom is wagging a finger saying you need to get up off that screen and go stretch.” - Constance Steinkuehler In this episode we’ll talk about:Scot and Constance’s background and edtech storiesSkinnerian learning and behaviorismCategories of learning games“Transfer” in educationThe social and community aspect of gamesExamples of effective game implementationsConnection through esportsLearning social skills through gamesThe industry of learning games Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub5/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
Find the full show notes at theedpodcast.com
For TeachLab’s second Failure to Disrupt Book Club episode, Justin Reich is joined again by friend and colleague Audrey Watters to reflect on their conversation with special guests George Siemens and Elizabeth Losh. They discuss Failure To Disrupt’s Chapter 1: Instructor-Guided Learning at Scale and Massive Open Online Courses, looking at “three big bets of MOOCs,” and exploring why MOOCs failed to achieve their most ambitious goals. “I don't know if I've ever seen an ed tech thing where we can spend eight years talking about, "What is it?" We've been trying to define, "What are MOOCs? Are MOOCs this, are they that? They're not this, they're not that." I find it fascinating why we're finding so much difficulty really nailing down what MOOCs are and what role they play.” - George Siemens, Writer/Professor/Researcher In this episode we’ll talk about:Elizabeth Losh’s EdTech storyThe global impact of MOOCs Online and remote learning during COVIDFemTechNet as an example of creative innovationProductive discourse in online forumsThe complicated relationship between Universities and MOOCs George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, organizational effectiveness, and complexity in digital environments. He is a Professor and the Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and co-director for the Center for Change and Complexity in Learning at the University of South Australia.Elizabeth Losh is a theorist and scholar, and the Gale and Steve Kohlhagen Professor of English and American Studies at the College of William and Mary. She specializes in Rhetoric; Digital Publishing; Feminism & Technology; Digital Humanities; and Electronic Literature. Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub2/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
In this episode Mike and Glen give you our takeaways from the 2020 election results, discuss whether jeans should be allowed at work, how gaming has helped many through the pandemic and our guest this week is the amazing Audrey Watters.Guest: Audrey WattersAudrey Watters is a freelance writer who has appeared in The Atlantic, VICE, The Huffington Post and Edutopia among many others. She is the author of five books with another on the way, and best know as the author of the Hack Education blog. She has an opinion on almost everything, and is rarely wrong - which is why we love her.Audrey on Twitter: https://twitter.com/audreywattersAudrey's Website: http://audreywatters.com/Hack Education: http://hackeducation.com/Notes:#ChatOnEducation is now LIVE on https://twitch.tv/insideparticipate every FRIDAY at 8pm ET. Join us!OnEducation is now on YouTube! Subscribe to the channel and listen to prior episodes as they are released!: https://www.youtube.com/channel/UCu2fkhy9cnZZbggW8_K3FgQMike on Twitch: https://www.twitch.tv/misterwashburnGlen on Twitch: https://www.twitch.tv/irvspanishParticipate on Twitch: https://twitch.tv/insideparticipateMike launched his Minecraft server! Complete this form for an allow list request https://bit.ly/mwservereducatorAny legitimate reason that teachers should not wear jeans on a regular basis...anyone?: https://twitter.com/rebelmusicteach/status/1320507201287585793Student seeks to create the ‘Netflix of online learning’: https://hechingerreport.org/student-seeks-to-create-the-netflix-of-online-learning/GimKit Ink: https://www.gimkit.com/inkFrom ‘Fall Guys’ to ‘Among Us,’ How America Turned to Videogames Under Lockdown: https://www.wsj.com/articles/from-fall-guys-to-among-us-how-america-turned-to-videogames-under-lockdown-11604116815Today's podcast is brought to you by:Participate: The presenting sponsor of OnEducation is Participate. As long-time proponents of social learning and cross-cultural community-building, Participate invites you to explore virtual exchange and student leadership as Qatar Foundation International works to build meaningful connections to the Arab World. To become a member of QFI’s robust community of educators, visit participate.com/oneducation.
For TeachLab’s first Failure to Disrupt Book Club episode, Justin Reich is joined by friend and colleague Audrey Watters for her insight on Justin’s new book as a well respected writer on educational technology. They reflect on and play clips from the first live webinar Book Club from September 21st, where they were joined by special guest Chris Gilliard, Professor of English at Macomb Community College, to get his unique privacy and surveillance perspective on the book’s introductory chapter and edtech in the age of remote learning.“I mean, one for one, the pandemic highlighted that it's a place where kids go because their parents have to go to work. It's a place where kids get fed. It's all these things. As an educator, I don't want to overstate this. I believe strongly in education, but it is a place where people, in some ways, it holds people until they're adults. I'm trying to state that in the least offensive way possible. I mean “watch” in all the different ways you might think about it. Watch as in oversee. Watch as in take care of. Watch as in monitor.” -Chris GilliardIn this episode we’ll talk about:Initial reflections on the webinarPrivacy and surveillance in schoolsMistaking surveillance for careCriticisms of “Learning at Scale”The incentives of technology companiesMoving forward with edtech during pandemic times Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub1/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube
Audrey Watters is a legendary critical voice in the world of education and technology. In this episode we talk about Audrey’s new book – ‘Teaching Machines’ - a history of the automation of education coming out with MIT Press in early 2021. We also talk about Audrey’s work as an independent scholar and writer, and dealing with the online misogyny provoked by being a female critical voice.
In episode 142, Dan, Michael, and Dan’s doctoral students chat with Audrey Watters about problems with edtech, HACK Education, and her forthcoming book, “Teaching Machines.”
Born out of the legendary #ds106radio, Jason Toal aka Dr. Jones was a part of one of the greatest moments in ed-tech history: the DJing of Audrey Watters' @etug keynote: The Monsters of Educational Technology. Have a listen to learn more about the wild side of educational technology.
Okay, so things are weird now. And next steps aren't readily clear. One step being presented is shifting classroom learning to the digital sphere. There's one person I trust to talk about digital teaching and learning.Audrey Watters talks with me in this rushed-to-print episode to discuss digital tools, teaching online, the difference between remote teaching, e-learning, and moving online, if teachers have the background to pivot to online, digital privacy, the myth of free, how the school year might be a wash, and how we all ought to make sure we're caring for each other.
Your browser does not support the audio element. Click the Title to Play or DownloadInterview with Audrey Watters, a self-described “education writer, an independent scholar, a serial dropout, a rabble-rouser, and ed-tech’s Cassandra.” We discuss the Horizon Report and The History of the Future of Education Technology, the special focus of her Hack Education Project. Like previous Horizon reports, the 2018 edition identifies key trends, challenges and developments in ed tech that are likely to impact teaching and learning in the next five years.Since we don't delve into the details of the latest Horizon Report in this interview, here is a snapshot of the "important developments in technology." You can judge for yourself the real value of this report after listening to this interview. Ref:The 2018 Horizon Report Higher Education EditionEducause stepped in to continue the work of the Horizon project after the NMC unexpectedly declared bankruptcy and ceased operations at the end of 2017.LinksEducause: 2018 NMC Horizon ReportWatters: A Horizon Report HistoryWatters: The Horizon Never MovesWatters: Historical Data from the Horizon Report (Higher Education)Inside Higher Ed: Educause Publishes Report on Tech TrendsInside Higher Ed: Educause Steps In to Save New Media ConsortiumRPP #140: Future Trends: Interview with Bryan Alexander (2016)RPP #138: Higher Education Horizon Report by Alex Freeman (2015)RPP #123: eLearning Tech: What's on the Horizon? (2014)Podsafe music selection Don't Be Long: The Beatles v Elken, a mashup of George Harrison's Blue Jay Way by Elken, a 60's influenced band from Dublin, Ireland. Duration: 38:04
I det 220:e avsnittet tar de båda pedagogerna med sig varsin rostig och slö fogsvans in i studion för att på allvar såga allt som de egentligen står för. Innan skolsågsmassakern inleds blir det ett nyhetssvep som handlar om röstinmatning, NPF-säkring, Fake news-spel och att var tredje svensk vill stärka sin digitala kompetens. Sen så är det alltså dags att såga av den gren de sitter på. Utifrån en 100 punkter lång lista av Audrey Watters sågar de sig igenom skolvärldens digitala utveckling. En del handlar om feltänk, annat är konstigt och vissa saker rent av skrämmande. Givetvis finns det en hel del saker som är jobbigare för dem båda att såga. Vad får bara den som lyssna veta. Trots 100 sågningar är det mesta sig likt. Det blir ett samtal om skola, digitalisering och lite annat.
In der ersten Episode einer neuen Dekade geht es um zwei rückblickende Beiträge von Audrey Watters und Akkreditierung. Außerdem ist Openness abgesagt.
In der ersten Episode einer neuen Dekade geht es um zwei rückblickende Beiträge von Audrey Watters und Akkreditierung. Außerdem ist Openness abgesagt.
Per gentile concessione, il keynote di Audrey Watters (twitter: @AudreyWatters) alla OEB 2019 a Berlino. Voce di S. Ortolani. Originale su http://hackeducation.com/2019/11/28/ed-tech-agitprop
Per gentile concessione, il keynote di Audrey Watters (twitter: @AudreyWatters) alla OEB 2019 a Berlino. Voce di S. Ortolani. Originale su http://hackeducation.com/2019/11/28/ed-tech-agitprop
We found a fantastic article taking us on a journey of the worst Ed Tech had to offer us over the last year from author/blogger Audrey Watters. Join us as we talk and laugh about some of the biggest blunders of the past 10 years. What was your favorite ed tech debacle? Let us know at our website here or tweet at us here. Thanks for listening!
The Real D'Arcy Norman (@realdnorman) is the Manager of Learning Technology at The University of Calgary's Taylor Institute. Topics covered include nuking yourself on social media, Norman's law of eLearning tool convergence, and what to do when you run out of hamburgers for Audrey Watters, Stephen Downes and Brian Lamb. Oh and D'Arcy's long history of critical ed-tech work.
The Real D'Arcy Norman (@realdnorman) is the Manager of Learning Technology at The University of Calgary's Taylor Institute. Topics covered include nuking yourself on social media, Norman's law of eLearning tool convergence, and what to do when you run out of hamburgers for Audrey Watters, Stephen Downes and Brian Lamb. Oh and D'Arcy's long history of critical ed-tech work.
In this episode guest host Mike and Glen recap the amazing FETC conference, chat about the interview opportunities we’ve had recently and our guest this week is the amazing EdTech blogger Audrey Watters.Guest: Audrey Watters"EdTech's Cassandra" Audrey Watters is a lot like OnEducation - which is why we like her so much. She doesn't hold anything back, tells you exactly how she feels, and she has the added benefit of being right most of the time. Every year, Audrey's EdTech year in review always gets a lot of attention. The coming of a new decade gave Audrey the PERFECT opportunity to review the 2010's and honor some of the best - oh wait no, we mean THE WORST EdTech disasters of the last ten years.Twitter: https://twitter.com/audreywattersWebsite: http://hackeducation.com/Personal Website: http://audreywatters.com/Notes:#ChatOnEducation is a slow chat on Fridays with questions at 9am, 12pm and 3pm join us to discuss the topics we talk about on this week's podcast. It's awesome, trust us!OnEducation is now on YouTube! Subscribe to the channel and listen to prior episodes as they are released!: https://www.youtube.com/channel/UCu2fkhy9cnZZbggW8_K3FgQSupport OnEducation on Patreon: https://www.patreon.com/OnEducationPodGlen on P3 Podcast: https://www.spreaker.com/user/personalplaylistpodcast/p3-99-glen-irvin-flores?autoplay=1Mike on Well Played: https://soundcloud.com/michael-matera-820374895/episode-146-fortnite-for-allThe 100 Worst Ed-Tech Debacles of the Decade by Audrey Watters: http://hackeducation.com/2019/12/31/what-a-shitshowToday's podcast is brought to you by:Classcraft: The presenting sponsor for OnEducation is Classcraft. We are excited to announce Classcraft’s new Story Mode which makes it easy for educators to harness the power of stories. Episodes 1 & 2 of Season 1 are ready for you and your students to play today and it’s completely free! To learn more about Classcraft and the new Story mode simply visit classcraft.com/oneducationPhidgets: OnEducation is sponsored by Phidgets. Phidgets are interactive USB sensors that bring your code to life. There is no soldering or wiring required. Simply plug in a Phidgets sensor, write code in your favorite language, and watch your ideas come alive. Phidgets are used by thousands of STEM professionals globally, and are now available for computer science students. Simply go to bit.ly/phidgetsoneducation to get your introductory kit that includes a free sensor worth over $50. Thats bit.ly/phidgetsoneducation
It would be the end of a decade/start of a new decade without a retrospective, so Audrey Watters joins me to talk about her Top 100 Ed Tech Debacles of the Decade list. We take a close look at the top ten and some of the trends for the decade in ed tech.
Audrey Watters: The Week in Ed Tech 4/6/2012 | Steve Hargadon | Apr 6 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 3/30/2012 | Steve Hargadon | Mar 30 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 3/24/2012 | Steve Hargadon | Mar 24 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 12/17/2011 | Steve Hargadon | Dec 17 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 2/19/2012 | Steve Hargadon | Feb 19 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 2/24/2012 | Steve Hargadon | Feb 24 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 3/2/2012 | Steve Hargadon | Mar 2 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 1/13/2012 | Steve Hargadon | Jan 13 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 3/10/2012 | Steve Hargadon | Mar 10 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 2/3/2012 | Steve Hargadon | Feb 3 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 12/05/2011 | Steve Hargadon | Dec 5 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 1/06/2012 | Steve Hargadon | Jan 6 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 11/05/2011 | Steve Hargadon | Nov 5 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 11/11/2011 | Steve Hargadon | Nov 11 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 10/21/2011 | Steve Hargadon | Oct 21 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 11/18/2011 | Steve Hargadon | Nov 18 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 10/14/2011 | Steve Hargadon | Oct 14 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 10/29/2011 | Steve Hargadon | Oct 29 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 12/10/2011 | Steve Hargadon | Dec 10 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 12/23/2011 | Steve Hargadon | Dec 23 2011 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 1/29/2012 | Steve Hargadon | Jan 29 2012 by Steve Hargadon
Audrey Watters: The Week in Ed Tech 2/11/2012 | Steve Hargadon | Feb 11 2012 by Steve Hargadon
Audrey Watters: Value-based vs. Pain-based | Steve Hargadon | Sep 29 2012 by Steve Hargadon
Audrey Watters (@audreywatters) is an ed-tech folk hero who writes at Hack Education @hackeducation where, for the past nine years, she has taken the lead in keeping the field on its toes in regards to educational technology's "progress". Her long awaited and much anticipated book, "Teaching Machines", will be out in the new year.
Audrey Watters (@audreywatters) is an ed-tech folk hero who writes at Hack Education @hackeducation where, for the past nine years, she has taken the lead in keeping the field on its toes in regards to educational technology's "progress". Her long awaited and much anticipated book, "Teaching Machines", will be out in the new year.
Episode 63 ist die letzte im Jahr 2018 und - so vermuten wir - auch die kürzeste jemals aufgezeichnete Episode. Insbesondere dazu würde uns Feedback interessieren, auch im Hinblick auf die Planung für das kommende Jahr. Es dreht sich zum Ende des Jahres um Machine Politics, MOOCs und OER, einen kurzen Rückblick auf 2018 und einen Ausblick auf 2019, Audrey Watters und die Demokratielabore. Kommentare und Anregungen gern auf unserer Website: http://feierabendbier-open-education.de/
Episode 63 ist die letzte im Jahr 2018 und - so vermuten wir - auch die kürzeste jemals aufgezeichnete Episode. Insbesondere dazu würde uns Feedback interessieren, auch im Hinblick auf die Planung für das kommende Jahr. Es dreht sich zum Ende des Jahres um Machine Politics, MOOCs und OER, einen kurzen Rückblick auf 2018 und einen Ausblick auf 2019, Audrey Watters und die Demokratielabore. Kommentare und Anregungen gern auf unserer Website: http://feierabendbier-open-education.de/
Audrey Watters, the creator of Hack Education joined us to unpack the history of education & edtech, the values hard coded into our classroom technologies and the concept of the teaching machine.
Have You Heard talks to Audrey Watters, journalist and expert in all things #edtech, about "teaching machines," and the long (and almost completely ignored) history of efforts to automate the teaching profession.
1) Happy Olympics and Valentine’s Day! 2) Smarthphones - Let’s experiment and see by Patrick a) https://itbabble.com/2018/02/02/smartphones-lets-experiment-and-see/ b) Tony how is your experiment going? 3) Devices - Students, teachers, schools by Patrick a) https://itbabble.com/2018/02/07/devices-students-teachers-schools/ b) Tony’s thoughts 4) School Shooting Simulation Software (and the Problem with How People Define ‘Ed Tech’) by Audrey Watters of Hackeducation a) http://hackeducation.com/2018/02/08/what-is-ed-tech b) Should we consider Ed tech to such a broad degree? c) Thoughts 5) Gmail extensions - do you use any? a) https://itbabble.com/2018/02/05/my-three-gmail-extensions/*
Episode 45 dreht sich zuerst lange um Markus und Christian und darum was wir in den letzten zwei Wochen gemacht haben. So finden sich die OpERA Tagung in Oldenburg, ein Trip nach Finnland, die Online Educa, und ein Besuch bei der Wikimedia Weihnachtsfeier im Programm. Danach haben wir dann etwas zu lesen von Audrey Watters und Jan-Martin Wiarda sowie eine reichhaltige Kür.
Episode 45 dreht sich zuerst lange um Markus und Christian und darum was wir in den letzten zwei Wochen gemacht haben. So finden sich die OpERA Tagung in Oldenburg, ein Trip nach Finnland, die Online Educa, und ein Besuch bei der Wikimedia Weihnachtsfeier im Programm. Danach haben wir dann etwas zu lesen von Audrey Watters und Jan-Martin Wiarda sowie eine reichhaltige Kür.
Tony and Patrick are back for some great ed tech analysis and discussions. Check out our agenda below. 1) Happy Thanksgiving! 2) The Push for Education Programs that Pay People as They Learn by Lolade Fadulu a) Apprenticeships sound like a good idea b) Down sides? c) Does it take away a person’s choice? 3) Does Educational Technology need to be its own discipline in universities? a) Contours of a New Discipline by Carl Straumsheim b) Disciplining Education Technology by Audrey Watters of Hackeducation 4) Apple’s ‘Everyone Can Code’ initiative expands to colleges and universities outside the US by Jon Russell at Techcrunch a) Should high school be doing this? b) Problems with Apple’s Swift Coding https://www.apple.com/everyone-can-code/ c) https://swift.sandbox.bluemix.net/#/repl d) https://developer.apple.com/swift/
In Episode 41 geht's darum was Roboter können oder auch nicht, wie Audrey Watters auf die Vorhersagen der Zukunft zurückblickt, welche Rolle Inhalte, die 5R und Lizensierung in Open Education spielen und welches Bild von Lehre und Lernen dahintersteckt. Feedback wie immer gern in den Kommentaren.
In Episode 41 geht's darum was Roboter können oder auch nicht, wie Audrey Watters auf die Vorhersagen der Zukunft zurückblickt, welche Rolle Inhalte, die 5R und Lizensierung in Open Education spielen und welches Bild von Lehre und Lernen dahintersteckt. Feedback wie immer gern in den Kommentaren.
To what extent should we give students the opportunity to create their own presence and, dare we say it, brand online? On the college level, that's being done with the project "Domain of One's Own" which was started at Mary Washington University a few years ago and now has expanded to many other universities. The idea, in a nutshell, is that the school provides every student with a personal space on the web, hosted by the school, and administered by the student. It's a way of teaching both digital literacy and digital citizenship in an age when being online is more and more a requirement for learning, for business, or just about anything else. But what if we moved the idea of a Domain of One's Own down to the high school level? Can we wait until college to provide students with a space online? That's the question that Bruce and Will discuss in this podcast. Specifically, they talk about a must read post by Martha Burtis, one of the originators of DOOO. You'd be well served to check it out before listening to this episode. (You might also check out Audrey Watters' great riff on the project as well.) What are the tensions between having students publish their work online and making sure they act responsibly and safely? To what extent do teachers and leaders have presences online that they can use as models? What are some first steps that schools and individual teachers can take to begin to help students build their "findability" online? As always, if you like what you hear, please head on over to our iTunes page and leave a rating and comment. And tell your friends! Finally, use the Speak Pipe app below to leave your thoughts, questions, and comments that we can answer or riff on in next week's podcast. Thanks for listening everyone!
In this follow-up to our episode on trolls, Ryan and Chuck talk research on internet trolling, interview Audrey Watters (http://hackeducation.com/) of Hack Education, provide tips on dealing with trolls, and talk about what's making us angry this week.
Markus Deimann & Christian Friedrich besprechen VirtuallyConnecting, Markus' Habilitationsvortrag und Artikel von u.a. Audrey Watters, David Kernohan, Mike Caulfield, Bryan Alexander und Rajiv Jhangiani. Shownotes: docs.google.com/document/d/1b-JyW…/edit?usp=sharing
Markus Deimann & Christian Friedrich besprechen VirtuallyConnecting, Markus' Habilitationsvortrag und Artikel von u.a. Audrey Watters, David Kernohan, Mike Caulfield, Bryan Alexander und Rajiv Jhangiani. Shownotes: docs.google.com/document/d/1b-JyW…/edit?usp=sharing
Today a future without schools. Instead of gathering students into a room and teaching them, everybody learns on their own time, on tablets and guided by artificial intelligence. First, I talk to a Ashok Goel, a computer scientist who developed an artificially intelligent TA named Jill Watson and didn’t tell any of his students she wasn’t a human. Then I talk to two people building future, app based educational systems. Jessie Woolley-Wilson from DreamBox explains what adaptive learning is, and how it can help create a better learning experience for kids. She also talks about all the data they collect on kids to better serve them (data we’ll come back to later in the episode.) Along with Jessie, Julia Stiglitz from Coursera explains how this kind of self-directed learning can extend into the college and post-college world. Jessie and Julia see a future with these kinds of learning apps that could be more democratic, more creative, more fun and more effective. But there are some downsides too. Neither of them see apps or algorithms replacing teachers, but there are other organizations and projects that do. In 2013, a guy named Sugata Mitra won the TED Prize which comes with a pretty healthy million dollar check. He won this prize for his work on what he calls “A school in the cloud.” Mitra founded this organization named Hole in the Wall, where he went around the slums of India and installed these kiosks that children could use and play with. His whole thesis is that students can be taught by computers, on their own time. Without teachers. Here’s his TED talk. And this Hole in the Wall thing is one of the classic examples that a lot of people working on education apps point to to show that kids don’t need teachers to learn. Kids are naturally curious, they’re going to want to seek out information, you don’t have to force them into a tiny room to listen to a boring teacher. But we talk to some people who question that narrative. Audrey Watters, who runs the site Hack Education, says that projects like Hole in the Wall often don’t last. Nearly all the kiosks that Mitra set up are abandoned and vandalized, she says, and when you look at footage and images of the kiosks you can see that older, bigger boys dominate and push the smaller boys and girls out. And get this to a question that came up with literally every person I talked to for this episode. What is the purpose of school? Is it to teach content? Or is it to teach students how to relate to one another, how to empathize, how to think, how to be good citizens? Nobody really knows. But we talk about it on the episode! We also talk about some of the other downsides of these systems. Jade Davis, the associate director of digital learning projects at LaGuardia Community College in Queens New York, tells us about her concerns that algorithms might pigeonhole Kids who might not take to the system immediately. Kids like her own. In the end, we talk about whether or not these kinds of solutions are really for everyone. Or if they’re just going to be used on poor, disadvantaged kids. Because, are Harvard students really going to be taught by robots? Probably not. Bonus: Listen to the very end for a fun surprise. Learn more about your ad choices. Visit megaphone.fm/adchoices
A prominent critic of education technology has a new podcast, where she deconstructs what she calls the “Silicon Valley narrative.”
On this episode, Tim, Tony, Omar and Patrick talk about so-called "everything buckets" like Evernote and OneNote and talk about Matrix style learning. Check out the talking points below. Avoid "Everything Buckets," aka Why I Can't Get into Apps Like Evernote by Adam Pash of LifeHacker a. Link: http://lifehacker.com/5666954/avoid-everything-buckets-aka-why-i-cant-get-into-apps-like-evernote b. Do you use everything buckets? Which ones? c. Alex Payne's article on everything buckets: http://al3x.net/2009/01/31/against-everything-buckets.html The Allure of 'Matrix-Style Learning' by Audrey Watters of Hackeducation a. Link: http://hackeducation.com/2016/03/02/matrix b. No this hasn't happened c. What if there was instant learning? d. What would that look like and what would the consequences be?
Audrey Watters joins me for episode 18 of the Teaching in Higher Ed podcast to talk about how technology is changing higher education. Podcast notes Audrey Watters on Twitter Kassandra in Greek mythology Kassandra on Urban Dictionary Alan Levine @CogDog University of Mary Washington's Maker Space The mythology Science and technology obsession We tend to not […]
Welcome to the WET podcast's premiere episode. In episode #1, I talk to Audrey Watters about educational technology, including MOOCs, Learning Managmeent Systems, distance learning, social media and teaching, among other things. Check out her incredibly resouceful site Hack Education and follow her on twitter @audreywatters. --- Subcsribe to the WET Podcast in iTunes You can follow me at @emarsh. Music: "Double the Daily Dose" by Revolution Void (http://www.revolutionvoid.com)
Open Learning: Steve Hargadon and Audrey Watters discuss the politics and practices of open learning and technology -- both contemporary and historical examples of how technology and schooling promote learner agency and compliance.
Education technology has come a long way from the very first attempts a century ago. This week, we'll explore the history of teaching machines. Today we think nothing of seeing laptops and iPads in the classroom. But there have been attempts at creating so-called teaching machines since the early 20th Century. And it's the history of those early teaching machines that Audrey Watters explores in her new book called “Teaching Machines – The History of Personalized Learning." In the past few years, machine learning algorithms have been used to automate the interpretation and analysis of clinical chemistry data in a variety of situations in the lab. In the September 2020 issue of the journal Clinical Chemistry, there is a paper on a machine learning approach for the automated interpretation of amino acid profiles in human plasma. The same issue contains an accompanying editorial titled “Machine Learning for the Biochemical Genetics Laboratory.” One of the authors of the editorial is Dr. Stephen Master, Chief of the Division of Laboratory Medicine at the Children's Hospital of Philadelphia. Master is also an Associate Professor of Pathology and Laboratory Medicine at the Perelman School of Medicine of the University of Pennsylvania. Okay, so we've done some deep dives into teaching machines and machine learning, let's go for the hat trick and take on virtual reality. That's the topic of today's Academic Minute. Photo courtesy of MIT Press.
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