Podcast appearances and mentions of Seymour Papert

In which Dan chats with Dr. Gary Stager, teacher, professor, author, and consultant (among other things) and a true constructivist. Gary is the founder of the Constructing Modern Knowledge summer institute for educators and the co-author of Invent To Learn – Making, Tinkering, and Engineering in the Classroom.Dan and Gary talk about Gary's dear friend, the late Seymour Papert, and the meaning of a computer in a classroom, phones in schools, Gary's experience teaching in a prison in Maine, and why reading from actual books is so vital.As always I welcome comments and questions on BlueSky @dankearney and on Instagram @BigIdeaEdMentioned in the episode:Invent to Learn: Making, Tinkering, and Engineering in the Classroom by Gary StagerTwenty Things to Do with a Computer Forward 50 by Gary StagerThe Children's Machine: Rethinking School in the Age of the Computer by Seymour PapertSeymour Papert Obituary from MIT NewsTorture in a Maine Prison from Prison Legal NewsMathworlds, the Substack from Dan MeyerFrom Lunchboxes to Laptops: How Maine Went One-to-One by Audrey WatersThe Anxious Generation by Jonathan HaidtThe Most Compelling Argument Against Tech in Schools from Haidt's After Babel SubstackMusic: SPEAKEASY STRUTroyalty free Music by Giorgio Di Campo for @FreeSound Music http://freesoundmusic.eu

Here's the most compelling benchmark of AI progress:  A task that took 60 minutes a year ago now takes 60 seconds. In January 2024, Geoffrey Litt and I spent an hour coaxing ChatGPT and Replit to build an app live on my podcast.12 months later, Steve Krouse and I built the same app with one prompt in less than a minute.  Steve is the cofounder and CEO of Val Town, a cloud-based platform for developers to write, share, and deploy code directly in the browser. We used Townie, Val Town's AI assistant, to build an app to keep track of time on the podcast, take notes, and generate questions for the guest.   Townie generated the app even before Steve could finish describing it on the show. As we demo Townie, we get into: Why Steve believes programming can rewire the way you think  The rise of the non-technical AI developer and what that means for the future of coding How Townie works under the hood, including the details of the system prompt  How Steve is evolving ValTown's strategy as AI progress continues to unfold The power of small, dense engineering teams  This is a must-watch for founders building AI-powered developer tools, and anyone interested in the future of programming. If you found this episode interesting, please like, subscribe, comment, and share!  Want even more? Sign up for Every to unlock our ultimate guide to prompting ChatGPT here: https://every.ck.page/ultimate-guide-to-prompting-chatgpt. It's usually only for paying subscribers, but you can get it here for free. To hear more from Dan Shipper: Subscribe to Every: https://every.to/subscribe  Follow him on X: https://twitter.com/danshipper  Timestamps: Introduction (00:00:55) How programming changes the way you think (00:03:24) Building an app in less than 60 seconds (00:11:22) How Val Town's AI assistant works (00:17:19) Steve's contrarian take on the non-technical AI programmer (00:23:05) The nuances of building software that isn't deterministic (00:33:38) How to design systems that can capitalize on the next leap in AI (00:39:05) What gives Val Town a competitive edge in a crowded market (00:40:47) The power of small, dense engineering teams (00:47:34) How Steve is positioning Val Town in a strategic niche (00:52:26) Links to resources mentioned in the episode:  Steve Krouse: https://stevekrouse.com/, @stevekrouse  Val Town: https://www.val.town/  Townie, the AI assistant integrated into Val Town: https://www.val.town/townie/signup?next=%2Ftownie  Pieces on Val Town's blog about how the team built Townie: How we built Townie—an app that generates fullstack apps, Building a code-writing robot and keeping it happy  The book by Seymour Papert about how programming changes the way you think: Mindstorms: Children, Computers, and Powerful Ideas

“J'ai perdu une jambe, j'ai perdu un métier, mais j'ai encore énormément de choses à vivre.” Marie-Amélie Le Fur a reçu 9 médailles paralympiques dont 3 en or en athlétisme. Elle détient le record du monde du saut en longueur et celui du 400 m dans sa catégorie. Depuis 2018, elle est Présidente du comité paralympique et sportif français et se bat pour que la société change de paradigme vis-à-vis des personnes en situation de handicap, et que l'inclusion devienne une réalité, dans le sport et au-delà. À 15 ans, alors qu'elle se destinait à une carrière de Pompier, elle se fait amputer de la jambe gauche à la suite d'un accident de voiture “tout bête en centre ville”. “L'amputation a été la plus salvatrice pour moi.” Contre toute attente et portée par le soutien très fort de ses proches, elle se relève rapidement, se reconstruit par le sport. 4 mois, jour pour jour après son accident, elle recommence à courir et devient athlète de haut niveau. Défrayant la chronique, Marie-Amélie explose tous les records jusqu'à devenir championne du monde et remporter plusieurs titres paralympiques aux JOs de Rio et Tokyo en 2016 et 2021. Fini les tabous, elle lève le voile sur la gêne qui accompagne les situations de handicap pour apprendre à mieux vivre ensemble et mettre un terme aux petites incivilités du quotidien. Incroyablement inspirante, Marie-Amélie raconte ses apprentissages d'athlète, les succès et difficultés de sa carrière, et pourquoi elle n'est pas une championne comme les autres. Elle partage : Le quotidien d'une athlète de haut niveau L'importance de concilier performance et bien-être Ses meilleures anecdotes de compétition Les coulisses des Jeux olympiques et paralympiques Comment repenser une société accessible Les leçons du sport applicables au monde de l'entreprise La pluralité des situations de handicap Comment piloter le changement en entreprise (chez EDF) TIMELINE: 00:00:00 : Quand le sport rencontre la culture 00:07:49 : Une aventure humaine : l'histoire d'une sportive hors du commun 00:15:54 : L'accident à 15 ans puis l'espoir de courir à nouveau 00:22:01 : Reprendre le sport quand on est amputé : une startup ? 00:28:56 : Prendre le métro en situation de handicap 00:49:26 : “On est tous en situation de handicap, certains plus que d'autres.” 01:03:16 : Faut-il proposer son aide ? 01:13:48 : Travailler en tant qu'athlète 01:25:14 : L'engagement prévaut sur les médailles 01:30:12 : Comment s'entraînent les champions ? 01:43:08 : Jongler entre performance et bien-être 01:51:09 : Dépasser les barrières mentales et physiques 01:58:53 : Sa plus grande adversaire prend sa défense 02:12:56 : La peur de l'échec : entre le monde du sport et de l'entreprise 02:18:32 : Le secret d'un management réussi en entreprise 02:24:07 : La structure du comité olympique 02:26:26 : Sa mission : impulser la force de vivre 02:31:43 : Des places pour les JO à 15 euros ! 02:38:10 : Choisir ses ambitions 02:41:04 : Guide des catégories des Jeux paralympiques 02:45:16 : Accueillir les épreuves Avec Marie-Amélie nous avons cité d'anciens épisodes de GDIY : #389 - Nicolas Colin #309 - Vincent Defrasne Avec Marie-Amélie , nous avons parlé de : Comité paralympique et sportif français Fédération française handisport Celle qui reste (téléfilm) Thierry Henry (épisode de Diary of a CEO) Michael Phelps (Nageur américain) Alizé Lim (Joueuse de tennis française) Fleur Jong (athlète handisport néerlandaise) Tony Estanguet (président du comité d'organisation des JO 2024) Théo Curin (nageur handisport) David Weir (athlète handisport britannique) Seymour Papert, mathématicien et professeur au MIT Marie-Amélie vous recommande de lire : L'homme qui voulait être heureux de Laurent Gounelle Vous pouvez contacter Marie-Amélie sur LinkedIn ou par email : marieamelie26@hotmail.fr La musique du générique vous plaît ? C'est à Morgan Prudhomme que je la dois ! Contactez-le sur : https://studio-module.com. Vous souhaitez sponsoriser Génération Do It Yourself ou nous proposer un partenariat ? Contactez mon label Orso Media via ce formulaire.

Elyse Klaidman, after 22 years at Pixar leading creative and educational programs, is now the CEO of X IN A BOX, where she leverages her background as an artist, educator and leader.Prior to co-founding X IN A BOX in 2020, Tony DeRose led the computer graphics research group for much of his 23 years at Pixar. He is passionate about project based learning and has been very active in the Maker Movement.Brit Cruise, Chief Learning Officer at X IN A BOX and creator of educational content and products, launched his career with the YouTube channel Art of the Problem, leading to working at Khan Academy and partnerships with NASA, Google, and Disney/Pixar.Dennis Henderson, VP of Education and Strategy at X IN A BOX, leverages his role as Executive Director of Manchester Youth Development Center to drive social justice through project-based education, promoting social mobility and economic opportunities.Recommended Resources:

In this episode, we asked our good friend, David Ganulin to join us to talk about marketing and how the domain of marketing can inform learning and development. Of course, that didn't stop us from deviating off topic! Of course, we still do The Best and the Worst.We have a brief conversation about the following concepts: Hard Fun, coined by Dr. Seymour Papert. You can find out more here: https://dailypapert.com/hard-fun/Mihaly Robert Csikszentmihalyi: Flow: https://en.wikipedia.org/wiki/Flow_(psychology)Vygotsky and Zone of Proximal Development: https://en.wikipedia.org/wiki/Zone_of_proximal_developmentRobert Bjork- Desired Difficulty: https://3starlearningexperiences.wordpress.com/2023/02/21/demystifying-desirable-difficulties-1-what-they-are/Anders Ericsson Deliberate Practice: https://psycnet.apa.org/record/1993-40718-001Matt differentiates between Openers and Icebreakers here: https://www.thiagi.com/games/2023/4/27/linking-in-with-mattIn the meantime, Matt referenced LDA's good friend, Ashley Sinclair and her company, MAAS Marketing, which provides marketing services specifically for L&D teams in organizations. You can find out more about Ashley here: https://www.maas-marketing.co.uk/A bit more about Dave:David Ganulin tries to use his marketing superpowers so good triumphs over evil. He loves that he can write in the third person, as well as the fact that he literally just used the term "marketing superpowers" in the first sentence of a professional bio unironically. He graduated from the University of Rochester with an M.S in Teaching, Curriculum, and Development and upon graduation, left for Japan where he served as a college Professor for five years in a variety of institutions teaching English as a Second Language, English literature, writing, and other advanced classes. Upon returning to New York City in 2000, he found himself at the tail end of Dot Bomb 1.0, and we all know how that went! He served in a variety of marketing positions beginning in 2001 and was lucky enough to learn the field from the ground up from being hands-on as well as from some incredible Mentors in the field. Along the way--while serving in a variety of higher level positions, he caught the entrepreneur bug and in 2001 (when absolutely nobody knew what a kettlebell was) ended up finding, scaling (with no outside capital), and eventually exiting a leading B2B education company KettleBell Concepts. He's been working alongside Pete Moore--Managing Partner of Integrity Square--as the firm's Chief Marketing Officer and Executive Producer of HALO Talks podcast since October 2018.You can find David here:Integrity Square: https://www.integritysq.com/Halotalks: https://www.halotalks.com/LinkedIn: https://www.linkedin.com/in/davidganulin/

As an elementary teacher by training, Dr. Gary Stager has taught students from preschool through doctoral studies. In 1990, Gary led professional development in the world's first laptop schools and played a major role in the early days of online education. Gary is the founder of the Constructing Modern Knowledge summer institute for educators. Gary is co-author of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools,” by Larry Magid of CBS and The San Jose Mercury News. Invent To Learn has been translated into nine languages. Gary's most recent book is Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon's Seminal Work. When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary's doctoral dissertation and documented Papert's most-recent institutional research project. Gary's work has earned a Ph.D. in Science and Mathematics Education and he collaborated on a project that won a Grammy Award. Recently, Gary was invited by Fondazione Reggio Children to lead public seminars, and even teach children, in Reggio Emilia, Italy. Gary was also on the advisory board of the NSF-funded project, BJC4NYC: Bringing a Rigorous Computer Science Principles Course to the Largest School System in the US. Gary also maintains the world's largest archive of text and multimedia by Seymour Papert at The Daily Papert. X: @garystager

ANTIC Interview 435 - Cynthia Solomon and Brian Silverman - Logo Hello, and welcome to this interview-only episode of ANTIC, The Atari 8-bit computer podcast.  I'm Randy Kindig, your host for this episode. Cynthia Solomon is an American computer scientist known for her work in artificial intelligence and making popular computer science for students. She is a pioneer in the fields of artificial intelligence, computer science, and educational computing. Together with Seymour Papert and Wally Feurzeig, Cynthia designed the Logo computer programming language in 1967. Dr. Solomon has attained many accomplishments in her life such as being the vice president of R&D for Logo Computer Systems, Inc., when Apple Logo was developed and was the Director of the Atari Cambridge Research Laboratory. Brian Silverman is a Canadian computer scientist, the creator of many programming environments for children, and a researcher in cellular automata. As a student at MIT, Brian had worked with Seymour Papert, one of the pioneers of artificial intelligence, and when Papert founded Logo Computer Systems, Inc. in 1980 to commercialize the Logo programming language, Brian became its director of research.  Brian was responsible for the development of Logo for the Atari 8-bit line of computers. This interview took place on May 27, 2022. Links Logoworks: Challenging Programs in Logo by Cynthia Solomon, Margaret Minsky, Brian Harvey - https://www.amazon.com/Logoworks-Challenging-Programs-Logo-books/dp/007042425X  Atari Cambridge Research 1982-84 -  https://logothings.github.io/logothings/AtariResearch.html  Atari Logo at Atarimania - http://www.atarimania.com/utility-atari-400-800-xl-xe-atari-logo_15782.html  Brian's work at Playful Invention Company - https://www.playfulinvention.com/  ANTIC episode 29 (Turtle-y Goodness) with Atari Logo content - https://ataripodcast.libsyn.com/antic-episode-29-turtle-y-goodness 

Array Cast - October 13, 2023 Show Notes[01] 00:02:40 Minnowbrook conference https://aplwiki.com/wiki/APL_Implementer%27s_Workshop Combinators https://en.wikipedia.org/wiki/Combinatory_logic#Examples_of_combinators Tacit Programming https://mlochbaum.github.io/BQN/doc/tacit.html Function Composition https://aplwiki.com/wiki/Function_composition Tacit Episodes of the ArrayCast Tacit #4 The Dyadic Hook https://www.arraycast.com/episodes/episode17-tacit4-the-dyadic-hook Tacit #3 And Other Topics https://www.arraycast.com/episodes/episode15-tacit-3-and-other-topics Tacit #2 Why Tacit? https://www.arraycast.com/episodes/episode11-why-tacit Tacit #1 Tacit Programming https://www.arraycast.com/episodes/episode-09-tacit-programming[02] 00:03:35 Arrayground https://apps.apple.com/us/app/arrayground/id6453522556 Conor's Uiua videos Uiua - A New Array Language https://www.youtube.com/watch?v=iTC1EiX5bM0 BQN vs. Uiua https://www.youtube.com/watch?v=pq1k5USZZ9A BQN vs. Uiua #2 https://www.youtube.com/watch?v=SpZJxbOf_jM[03] 00:05:41 Stanley Jordan https://en.wikipedia.org/wiki/Stanley_Jordan April, an APL Compiler for Common Lisp https://www.youtube.com/watch?v=AUEIgfj9koc Andrew Sengul Episode of the ArrayCast https://www.arraycast.com/episodes/episode23-andrew-sengul Uiua Episode of the ArrayCast https://www.arraycast.com/episodes/episode63-uiua Game videos in BQN Snake2 in 8 Minutes https://youtu.be/tOZde7zrsLM?si=N2jTdTZBlPEleCr0 https://youtu.be/wTIlQ1Ib-zE Snake (longer version) https://youtu.be/wTIlQ1Ib-zE A Game implemented in APL Draculark in APL https://medium.com/@solarbreeze69/draculark-a-mudlarking-vampire-hunting-game-bbf40361bf1a[04] 00:09:06 Forks https://code.jsoftware.com/wiki/Vocabulary/fork Before and After in BQN https://mlochbaum.github.io/BQN/doc/hook.html Invisible Modifiers https://code.jsoftware.com/wiki/Vocabulary/fork#invisiblemodifiers Peter Mikkelsonhttps://pmikkelsen.comhttps://www.dyalog.com/blog/2022/11/welcome-peter-mikkelsen/[05] 00:14:52 Atop in J https://code.jsoftware.com/wiki/Vocabulary/at Compose (Over) in J https://code.jsoftware.com/wiki/Vocabulary/ampv Atop and Over BQN https://mlochbaum.github.io/BQN/doc/compose.html[06] 00:17:04 Henry Rich Episodes on the ArrayCast Fold in J https://www.arraycast.com/episodes/episode50-fold Henry Rich - Threads in J9.4 https://www.arraycast.com/episodes/episode48-henry-rich Henry Rich presents J903 https://www.arraycast.com/episodes/episode18-henry-rich-presents-j903 Henry Rich's Deep Dive into J https://www.arraycast.com/episodes/episode-06-henry-richs-deep-dive-into-j Invisible Modifiers Table https://code.jsoftware.com/wiki/Vocabulary/fork#invisiblemodifiers Seymour Papert https://en.wikipedia.org/wiki/Seymour_Papert[07] 00:20:10 NuVoc https://code.jsoftware.com/wiki/Vocabulary Forks https://code.jsoftware.com/wiki/Vocabulary/fork Modifier Trains https://code.jsoftware.com/wiki/Vocabulary/fork#invisiblemodifiers Modifier Train Exploration https://code.jsoftware.com/wiki/Vocabulary/ModifierTrains Modifier Train Exploration Discussion https://code.jsoftware.com/wiki/Talk:Vocabulary/ModifierTrains[08] 00:24:23 Atop APL Paw glyph https://aplwiki.com/wiki/Atop_(operator) https://aplwiki.com/wiki/Over Over APL Hoof glyph https://aplwiki.com/wiki/Over[09] 00:44:44 Arity of functions https://en.wikipedia.org/wiki/Arity Conjugate Monadic + https://code.jsoftware.com/wiki/Vocabulary/plus Plus Dyadic + https://code.jsoftware.com/wiki/Vocabulary/plus#dyadic[10] 00:54:55 Forks in the KAP Programming Language https://kapdemo.dhsdevelopments.com/kap-comparison.html#_fork Forks modelled in the dfns workspace http://dfns.dyalog.com/n_fork.htm[11] 01:00:35 Kadane's Algorithm https://en.wikipedia.org/wiki/Maximum_subarray_problem[12] 01:06:24 Pepe's Trains - Past, Present and ... https://www.jsoftware.com/pipermail/programming/2017-October/049263.html[13] 01:10:47 Dyadic Or BQN https://mlochbaum.github.io/BQN/doc/logic.html Monadic Sort BQN https://mlochbaum.github.io/BQN/doc/order.html[14] 01:15:23 Signum Monadic * https://code.jsoftware.com/wiki/Vocabulary/star Times Dyadic * https://code.jsoftware.com/wiki/Vocabulary/star#dyadic[15] 01:18:20 Jelly programming language https://github.com/DennisMitchell/jellylanguage https://aplwiki.com/wiki/Jelly[16] 01:25:14 Zilde Empty https://aplwiki.com/wiki/Zilde BQN's Nothing https://mlochbaum.github.io/BQN/help/nothing.html Monadic and Dyadic Meanings https://aplwiki.com/wiki/Mnemonics#Pairing_monadic_and_dyadic_meanings Overloading in BQN https://mlochbaum.github.io/BQN/commentary/overload.html q Programming Language https://code.kx.com/q/ Overloading in q https://code.kx.com/q/ref/overloads q Unary Forms https://code.kx.com/q/basics/exposed-infrastructure/#unary-forms[17] 01:30:56 Michael Higginson Episode of ArrayCast https://www.arraycast.com/episodes/episode46-michael-higginson Lynn Sutherland Nial Episode of ArrayCast https://www.arraycast.com/episodes/episode61-lynn-sutherland-and-nial NARS2000 Programming Language https://www.nars2000.org/ Hyperators in NARS2000 https://wiki.nars2000.org/index.php?title=Anonymous_Functions/Operators/Hyperators Hyperators in Dyalog https://dfns.dyalog.com/n_hyperators.htm[18] 01:41:46 Category Theory https://en.wikipedia.org/wiki/Category_theory[19] 01:45:25 Contact AT ArrayCast DOT Com

In addition to being a popular keynote speaker at some of the world's most prestigious education conferences, Gary Stager is a journalist, teacher educator, consultant, professor, software developer, publisher, and school administrator. An elementary teacher by training, he has taught students from preschool through doctoral studies. In 1990, Dr. Stager led professional development in the world's first laptop schools and played a significant role in the early days of online education. Gary is the founder of the Constructing Modern Knowledge summer institute for educators.  

Learning to code can feel impossible. Like facing a sheer rock wall with no ropes or harnesses. But what if there was a path up the mountain? A trail blazed smooth by master coders who went before?  In this episode, we'll follow that path. We'll hear the stories of legends like Seymour Papert, who championed active, project-based learning. Of Fred Brooks, who discovered that pairing accelerates learning. And more.  The research shows that with the right methods, motivation, and support, anyone can master learning curves and summit. So join me as we uncover the science behind learning to code. You'll walk away fired up, equipped with proven techniques to unlock your potential and conquer new technical skills.     The climb is on!   Episode Page Support The Show Subscribe To The Podcast Join The Newsletter  

Steve Krouse is the founder of val.town, a social network where you write and run - and maybe poke - code? Steve's a fellow computer science education and developer tools enthusiast. We explore what makes programming fun - and how tools like val.town might just be able to recapture that joy we've all felt with computers before.Shownotes:val.townSteve Krouse Seymour PapertMindstorms by Seymour Papert (book)ZachtronicsCaveman Chemistry (book)Primitive Technology (book)Hack Club 

In this supper club episode of Syntax, Wes and Scott talk with Steve Krouse about val.town, what it is, his philosophies on teaching people to code, the tech stack for val.town, and the benefits of inspiring kids to learn to code. Show Notes 00:36 Welcome 01:27 Who is Steve Krouse? Steve Krouse Future of Coding stevekrouse (Steve Krouse) · GitHub Steve Krouse (@stevekrouse) on Twitter Coding Classes for Kids & Teens | Coding for Kids | The Coding Space 03:06 What is Val.town? Val Town 08:35 Where did the inspiration for social dev environments come from? 12:52 WYSIWYG code vs being code first 16:30 How does val.town inspire people? 20:26 How do you prevent people abusing val.town? 24:57 What's the UI story for snippets on val.town? 27:31 Do you plan to support express? 29:03 What's the tech stack behind the front end of val.town? 30:35 What's the tech stack for the back end of val.town? 34:37 How do you measure for pricing? 37:07 Who is using val.town? 42:00 What's your methodology for teaching kids to code? 47:44 Supper Club questions GitHub - pomdtr/sunbeam: Generate powerful TUIs from simple scripts written in any language. Deno — A modern runtime for JavaScript and TypeScript A Small Matter of Programming The Unison language CodeMirror A Small Matter of Programming: Perspectives on End User Computing Stripe Press — Ideas for progress pomdtr/sunbeam: Generate powerful TUIs from simple scripts written in any language. Seymour Papert woofjs.com Bret Victor Welcome | Future of Coding Tom MacWright (@tmcw) 55:54 SIIIIICK ××× PIIIICKS ××× ××× SIIIIICK ××× PIIIICKS ××× SwitchBot Wi-Fi Smart Lock Shameless Plugs Val Town Tweet us your tasty treats Scott's Instagram LevelUpTutorials Instagram Wes' Instagram Wes' Twitter Wes' Facebook Scott's Twitter Make sure to include @SyntaxFM in your tweets Wes Bos on Bluesky Scott on Bluesky Syntax on Bluesky

TOPICS WE EXPLORE(giving tiny tidbit for inquiry in your behalf:)In this thought-provoking episode, we dive into the world of education and technology with renowned expert, Gary Stager. Join us as we explore:The journey and accomplishments of Gary StagerThe concept of "computing" as an action, shaping how we perceive technologyThe thought-provoking question: Does the computer program the child, or does the child program the computer?The importance of balancing opposing ideas in modern educationDiscover key insights on:The need for all kids to have programming experienceThe consequences of K-12 computer science curriculumThe challenge of balancing educator experience with legislative mandatesThe idea of granting "permission" to both educators and students in the learning processWe'll also discuss the impact of tools like ChatGPT on education, the fusion of mathematics and computing in teaching, and the power of block-based coding languages. Finally, we reflect on the role of technology in shaping education and the difference between "old" and "timeless" teaching methods.Don't miss this enlightening and engaging conversation with Gary Stager! YOUR CHALLENGEShare ideas you gathered from the conversation with us on the socials.What resonated with you?RESOURCES MENTIONED IN SHOWWebsite - http://cmkfutures.com/Gary Stager Website - http://professorgarystager.com/Twitter - https://twitter.com/garystagerInvent To Learn - https://inventtolearn.com/Book - Invent To Learn – Making, Tinkering, and Engineering in the ClassroomBook - Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon's Seminal Work Adrift: America in 100 Charts Stephan Wolfram - What is ChatGPT Doing? and Why Does It Work?Constructing Modern Knowledge Summer Institute JUST A FEW OF MY FAVORITE IDEAS FROM THE CONVERSATION! 

La historia de la inteligencia artificial es una historia de cómo las máquinas se están volviendo cada vez más inteligentes y cómo eso afecta nuestra vida cotidiana. Comenzó hace mucho tiempo, cuando personas como Ada Lovelace y Alan Turing tuvieron la idea de que las máquinas podrían hacer más cosas que solo matemáticas. Desde entonces, ha habido muchos avances importantes en la tecnología de IA, como las redes neuronales y el aprendizaje profundo. Estos avances nos permiten hacer cosas increíbles, como enseñar a las máquinas a jugar juegos y manejar carros (conducir coches). Pero también hay desafíos, como asegurarnos de que la tecnología de IA sea ética y no discrimine a nadie. Ahora, la inteligencia artificial es una parte importante de nuestra vida cotidiana y seguirá evolucionando en el futuro.Este es un episodio pódcast narrado por escenas, que transcurren así:En la primera escena, vemos a Ada Lovelace, Charles Babbage y Alan Turing en el laboratorio de la Universidad de Mánchester en la década de 1940 y 1950. Ada Lovelace había formulado la idea de que una máquina podría ser programada para realizar cualquier tarea, no solo las matemáticas, y Charles Babbage había diseñado una máquina analítica para hacer precisamente eso. Alan Turing continuó con esta tradición y propuso la idea de la prueba de Turing, que evalúa si una máquina puede imitar la inteligencia humana.En la segunda escena, vemos a Alan Turing en la Universidad de Mánchester en 1950, desarrollando su trabajo en la prueba de Turing y sentando las bases de la IA moderna.La tercera escena tiene lugar en la Conferencia de Dartmouth en 1956, donde John McCarthy y Marvin Minsky lideraron un grupo de investigadores para establecer la IA como un campo de estudio formal. Aquí es donde se acuñó el término "inteligencia artificial".En la cuarta escena, vemos a Frank Rosenblatt en los Laboratorios Bell de Nueva Jersey a finales de 1950, inventando el perceptrón, un tipo de red neural artificial.En la quinta escena, la acción se traslada a la Universidad de California y a la de Toronto, en la década de 1980, donde Geoffrey Hinton y otros investigadores trabajaron en el renacimiento de las redes neuronales artificiales.En la sexta y última escena, vemos a científicos e ingenieros de empresas tecnológicas como Apple, Amazon y Google, así como a investigadores de DeepMind, trabajar en el desarrollo del aprendizaje profundo y en la aplicación de la IA en la vida cotidiana.La historia de la IA es una historia de avances y retos, de descubrimientos sorprendentes y cambios dramáticos, y de un futuro lleno de posibilidades. Desde sus orígenes hasta sus aplicaciones actuales, la IA ha evolucionado significativamente a lo largo de los años. Además, como se mencionó anteriormente, se han formado equipos de ética en IA para abordar los desafíos éticos y sociales, pero también hay preocupaciones sobre la eliminación de estos equipos por parte de grandes empresas tecnológicas. La IA ya es una parte integral de nuestra vida cotidiana, desde los asistentes virtuales hasta los coches autónomos, pero es importante abordar los desafíos éticos y sociales que plantea, como la privacidad de los datos, la discriminación algorítmica y el impacto en el empleo.La historia de la IA es una historia fascinante de avances tecnológicos, personajes clave y desafíos éticos y sociales, que continúa evolucionando y cambiando nuestro mundo.Enlaces sobre la Breve Historia de la Inteligencia Artificial:Ada Lovelace: https://es.wikipedia.org/wiki/Ada_LovelaceCharles Babbage: https://es.wikipedia.org/wiki/Charles_BabbageAlan Turing: https://es.wikipedia.org/wiki/Alan_TuringJohn McCarthy: https://es.wikipedia.org/wiki/John_McCarthy_(cient%C3%ADfico)Frank Rosenblatt: https://empresas.blogthinkbig.com/historia-de-la-ia-frank-rosenblatt-y-e/Perceptrón: https://www.crehana.com/blog/transformacion-digital/que-es-perceptron-algoritmo/#que-es-perceptronGeoffrey Hinton: https://es.wikipedia.org/wiki/Geoffrey_HintonAlexNet: https://en.wikipedia.org/wiki/AlexNetDespidos de equipos de ética en IA:The Verge: https://www.theverge.com/2023/3/13/23638823/microsoft-ethics-society-team-responsible-ai-layoffsPortafolio: https://www.portafolio.co/internacional/grandes-empresas-tecnologicas-han-despedido-a-miles-de-empleados-a-que-se-debe-57740220 Minutos: https://www.20minutos.es/tecnologia/inteligencia-artificial/ola-despidos-grandes-tecnologicas-continua-microsoft-despide-equipo-etica-inteligencia-artificial-5110792/RPP Noticias: https://rpp.pe/tecnologia/mas-tecnologia/empresas-tecnologicas-recortan-equipos-de-etica-en-ia-noticia-1475866?ref=rppDisclaimer: Las noticias sobre despidos de equipos de ética en IA no están directamente relacionada con la breve historia de la IA, pero puede proporcionar información de contexto relevante sobre el estado actual de la industria de la IA y sus implicaciones éticas.NOTICIAS RELATADAS:Suspensión ChatGPT en Italia - La Stampa: https://www.lastampa.it/cronaca/2023/04/01/news/chatgpt_openai_sospende_servizio_italia-12731698/ (sobre la suspensión del servicio ChatGPT de OpenAI en Italia)Pausar los experimentos gigantes AI - Carta abierta en 2023: https://futureoflife.org/open-letter/pause-giant-ai-experiments/?utm_source=pocket_savesCarta abierta en 2015: https://futureoflife.org/open-letter/ai-open-letter/?utm_source=pocket_savesIA en la justicia: https://www.elheraldo.co/colombia/inteligencia-artificial-juzgado-de-cartagena-resuelve-tutela-con-ayuda-de-la-ia-chatgptOpenAI - Bussiness Insider Mx: https://businessinsider.mx/conoce-historia-openai-compania-desarrollo-chatgpt_tecnologia/ (sobre la historia de OpenAI)Enlaces adicionales para profundizar:Libro "Perceptrons" de Marvin Minsky y Seymour Papert, que detalla los límites de los perceptrones y la inteligencia artificial en la década de 1960: https://mitpress.mit.edu/9780262630221/perceptrons/Sitio web oficial de la Conferencia de Dartmouth de 1956, donde se acuñó el término "inteligencia artificial": https://home.dartmouth.edu/about/artificial-intelligence-ai-coined-dartmouthArtículo "Deep Learning" de Yann LeCun, Yoshua Bengio y Geoffrey Hinton, que describe el auge de la IA basada en redes neuronales profundas: https://www.nature.com/articles/nature14539Documental "AlphaGo" de Greg Kohs, que sigue al equipo de Google DeepMind mientras desarrollan una inteligencia artificial capaz de jugar al juego de mesa Go a nivel de campeonato mundial: https://www.alphagomovie.com/Sitio web oficial del Proyecto de Inteligencia Artificial de Stanford (Stanford AI Lab), una de las instituciones líderes en investigación de IA: https://ai.stanford.edu/Artículo "Predictive policing alogrothms are racist. They need to be dismantled.” de Will Douglas Heaven: https://www.technologyreview.com/2020/07/17/1005396/predictive-policing-algorithms-racist-dismantled-machine-learning-bias-criminal-justice/Todas las músicas autorizadas con licencia Creative Commons y Audiio: https://ref.audiio.com/3n4qg4x3 (usa el código "SAVE70" para ahorrar el 70%) Entra tú también a nuestro grupo Telegram en https://ElSiglo21esHoy.com

La historia de la inteligencia artificial es una historia de cómo las máquinas se están volviendo cada vez más inteligentes y cómo eso afecta nuestra vida cotidiana. Comenzó hace mucho tiempo, cuando personas como Ada Lovelace y Alan Turing tuvieron la idea de que las máquinas podrían hacer más cosas que solo matemáticas. Desde entonces, ha habido muchos avances importantes en la tecnología de IA, como las redes neuronales y el aprendizaje profundo. Estos avances nos permiten hacer cosas increíbles, como enseñar a las máquinas a jugar juegos y manejar carros (conducir coches). Pero también hay desafíos, como asegurarnos de que la tecnología de IA sea ética y no discrimine a nadie. Ahora, la inteligencia artificial es una parte importante de nuestra vida cotidiana y seguirá evolucionando en el futuro.Este es un episodio pódcast narrado por escenas, que transcurren así:En la primera escena, vemos a Ada Lovelace, Charles Babbage y Alan Turing en el laboratorio de la Universidad de Mánchester en la década de 1940 y 1950. Ada Lovelace había formulado la idea de que una máquina podría ser programada para realizar cualquier tarea, no solo las matemáticas, y Charles Babbage había diseñado una máquina analítica para hacer precisamente eso. Alan Turing continuó con esta tradición y propuso la idea de la prueba de Turing, que evalúa si una máquina puede imitar la inteligencia humana.En la segunda escena, vemos a Alan Turing en la Universidad de Mánchester en 1950, desarrollando su trabajo en la prueba de Turing y sentando las bases de la IA moderna.La tercera escena tiene lugar en la Conferencia de Dartmouth en 1956, donde John McCarthy y Marvin Minsky lideraron un grupo de investigadores para establecer la IA como un campo de estudio formal. Aquí es donde se acuñó el término "inteligencia artificial".En la cuarta escena, vemos a Frank Rosenblatt en los Laboratorios Bell de Nueva Jersey a finales de 1950, inventando el perceptrón, un tipo de red neural artificial.En la quinta escena, la acción se traslada a la Universidad de California y a la de Toronto, en la década de 1980, donde Geoffrey Hinton y otros investigadores trabajaron en el renacimiento de las redes neuronales artificiales.En la sexta y última escena, vemos a científicos e ingenieros de empresas tecnológicas como Apple, Amazon y Google, así como a investigadores de DeepMind, trabajar en el desarrollo del aprendizaje profundo y en la aplicación de la IA en la vida cotidiana.La historia de la IA es una historia de avances y retos, de descubrimientos sorprendentes y cambios dramáticos, y de un futuro lleno de posibilidades. Desde sus orígenes hasta sus aplicaciones actuales, la IA ha evolucionado significativamente a lo largo de los años. Además, como se mencionó anteriormente, se han formado equipos de ética en IA para abordar los desafíos éticos y sociales, pero también hay preocupaciones sobre la eliminación de estos equipos por parte de grandes empresas tecnológicas. La IA ya es una parte integral de nuestra vida cotidiana, desde los asistentes virtuales hasta los coches autónomos, pero es importante abordar los desafíos éticos y sociales que plantea, como la privacidad de los datos, la discriminación algorítmica y el impacto en el empleo.La historia de la IA es una historia fascinante de avances tecnológicos, personajes clave y desafíos éticos y sociales, que continúa evolucionando y cambiando nuestro mundo.Enlaces sobre la Breve Historia de la Inteligencia Artificial:Ada Lovelace: https://es.wikipedia.org/wiki/Ada_LovelaceCharles Babbage: https://es.wikipedia.org/wiki/Charles_BabbageAlan Turing: https://es.wikipedia.org/wiki/Alan_TuringJohn McCarthy: https://es.wikipedia.org/wiki/John_McCarthy_(cient%C3%ADfico)Frank Rosenblatt: https://empresas.blogthinkbig.com/historia-de-la-ia-frank-rosenblatt-y-e/Perceptrón: https://www.crehana.com/blog/transformacion-digital/que-es-perceptron-algoritmo/#que-es-perceptronGeoffrey Hinton: https://es.wikipedia.org/wiki/Geoffrey_HintonAlexNet: https://en.wikipedia.org/wiki/AlexNetDespidos de equipos de ética en IA:The Verge: https://www.theverge.com/2023/3/13/23638823/microsoft-ethics-society-team-responsible-ai-layoffsPortafolio: https://www.portafolio.co/internacional/grandes-empresas-tecnologicas-han-despedido-a-miles-de-empleados-a-que-se-debe-57740220 Minutos: https://www.20minutos.es/tecnologia/inteligencia-artificial/ola-despidos-grandes-tecnologicas-continua-microsoft-despide-equipo-etica-inteligencia-artificial-5110792/RPP Noticias: https://rpp.pe/tecnologia/mas-tecnologia/empresas-tecnologicas-recortan-equipos-de-etica-en-ia-noticia-1475866?ref=rppDisclaimer: Las noticias sobre despidos de equipos de ética en IA no están directamente relacionada con la breve historia de la IA, pero puede proporcionar información de contexto relevante sobre el estado actual de la industria de la IA y sus implicaciones éticas.NOTICIAS RELATADAS:Suspensión ChatGPT en Italia - La Stampa: https://www.lastampa.it/cronaca/2023/04/01/news/chatgpt_openai_sospende_servizio_italia-12731698/ (sobre la suspensión del servicio ChatGPT de OpenAI en Italia)Pausar los experimentos gigantes AI - Carta abierta en 2023: https://futureoflife.org/open-letter/pause-giant-ai-experiments/?utm_source=pocket_savesCarta abierta en 2015: https://futureoflife.org/open-letter/ai-open-letter/?utm_source=pocket_savesIA en la justicia: https://www.elheraldo.co/colombia/inteligencia-artificial-juzgado-de-cartagena-resuelve-tutela-con-ayuda-de-la-ia-chatgptOpenAI - Bussiness Insider Mx: https://businessinsider.mx/conoce-historia-openai-compania-desarrollo-chatgpt_tecnologia/ (sobre la historia de OpenAI)Enlaces adicionales para profundizar:Libro "Perceptrons" de Marvin Minsky y Seymour Papert, que detalla los límites de los perceptrones y la inteligencia artificial en la década de 1960: https://mitpress.mit.edu/9780262630221/perceptrons/Sitio web oficial de la Conferencia de Dartmouth de 1956, donde se acuñó el término "inteligencia artificial": https://home.dartmouth.edu/about/artificial-intelligence-ai-coined-dartmouthArtículo "Deep Learning" de Yann LeCun, Yoshua Bengio y Geoffrey Hinton, que describe el auge de la IA basada en redes neuronales profundas: https://www.nature.com/articles/nature14539Documental "AlphaGo" de Greg Kohs, que sigue al equipo de Google DeepMind mientras desarrollan una inteligencia artificial capaz de jugar al juego de mesa Go a nivel de campeonato mundial: https://www.alphagomovie.com/Sitio web oficial del Proyecto de Inteligencia Artificial de Stanford (Stanford AI Lab), una de las instituciones líderes en investigación de IA: https://ai.stanford.edu/Artículo "Predictive policing alogrothms are racist. They need to be dismantled.” de Will Douglas Heaven: https://www.technologyreview.com/2020/07/17/1005396/predictive-policing-algorithms-racist-dismantled-machine-learning-bias-criminal-justice/Todas las músicas autorizadas con licencia Creative Commons y Audiio: https://ref.audiio.com/3n4qg4x3 (usa el código "SAVE70" para ahorrar el 70%) Entra tú también a nuestro grupo Telegram en https://ElSiglo21esHoy.com

La historia de la inteligencia artificial es una historia de cómo las máquinas se están volviendo cada vez más inteligentes y cómo eso afecta nuestra vida cotidiana. Comenzó hace mucho tiempo, cuando personas como Ada Lovelace y Alan Turing tuvieron la idea de que las máquinas podrían hacer más cosas que solo matemáticas. Desde entonces, ha habido muchos avances importantes en la tecnología de IA, como las redes neuronales y el aprendizaje profundo. Estos avances nos permiten hacer cosas increíbles, como enseñar a las máquinas a jugar juegos y manejar carros (conducir coches). Pero también hay desafíos, como asegurarnos de que la tecnología de IA sea ética y no discrimine a nadie. Ahora, la inteligencia artificial es una parte importante de nuestra vida cotidiana y seguirá evolucionando en el futuro.Este es un episodio pódcast narrado por escenas, que transcurren así:En la primera escena, vemos a Ada Lovelace, Charles Babbage y Alan Turing en el laboratorio de la Universidad de Mánchester en la década de 1940 y 1950. Ada Lovelace había formulado la idea de que una máquina podría ser programada para realizar cualquier tarea, no solo las matemáticas, y Charles Babbage había diseñado una máquina analítica para hacer precisamente eso. Alan Turing continuó con esta tradición y propuso la idea de la prueba de Turing, que evalúa si una máquina puede imitar la inteligencia humana.En la segunda escena, vemos a Alan Turing en la Universidad de Mánchester en 1950, desarrollando su trabajo en la prueba de Turing y sentando las bases de la IA moderna.La tercera escena tiene lugar en la Conferencia de Dartmouth en 1956, donde John McCarthy y Marvin Minsky lideraron un grupo de investigadores para establecer la IA como un campo de estudio formal. Aquí es donde se acuñó el término "inteligencia artificial".En la cuarta escena, vemos a Frank Rosenblatt en los Laboratorios Bell de Nueva Jersey a finales de 1950, inventando el perceptrón, un tipo de red neural artificial.En la quinta escena, la acción se traslada a la Universidad de California y a la de Toronto, en la década de 1980, donde Geoffrey Hinton y otros investigadores trabajaron en el renacimiento de las redes neuronales artificiales.En la sexta y última escena, vemos a científicos e ingenieros de empresas tecnológicas como Apple, Amazon y Google, así como a investigadores de DeepMind, trabajar en el desarrollo del aprendizaje profundo y en la aplicación de la IA en la vida cotidiana.La historia de la IA es una historia de avances y retos, de descubrimientos sorprendentes y cambios dramáticos, y de un futuro lleno de posibilidades. Desde sus orígenes hasta sus aplicaciones actuales, la IA ha evolucionado significativamente a lo largo de los años. Además, como se mencionó anteriormente, se han formado equipos de ética en IA para abordar los desafíos éticos y sociales, pero también hay preocupaciones sobre la eliminación de estos equipos por parte de grandes empresas tecnológicas. La IA ya es una parte integral de nuestra vida cotidiana, desde los asistentes virtuales hasta los coches autónomos, pero es importante abordar los desafíos éticos y sociales que plantea, como la privacidad de los datos, la discriminación algorítmica y el impacto en el empleo.La historia de la IA es una historia fascinante de avances tecnológicos, personajes clave y desafíos éticos y sociales, que continúa evolucionando y cambiando nuestro mundo.Enlaces sobre la Breve Historia de la Inteligencia Artificial:Ada Lovelace: https://es.wikipedia.org/wiki/Ada_LovelaceCharles Babbage: https://es.wikipedia.org/wiki/Charles_BabbageAlan Turing: https://es.wikipedia.org/wiki/Alan_TuringJohn McCarthy: https://es.wikipedia.org/wiki/John_McCarthy_(cient%C3%ADfico)Frank Rosenblatt: https://empresas.blogthinkbig.com/historia-de-la-ia-frank-rosenblatt-y-e/Perceptrón: https://www.crehana.com/blog/transformacion-digital/que-es-perceptron-algoritmo/#que-es-perceptronGeoffrey Hinton: https://es.wikipedia.org/wiki/Geoffrey_HintonAlexNet: https://en.wikipedia.org/wiki/AlexNetDespidos de equipos de ética en IA:The Verge: https://www.theverge.com/2023/3/13/23638823/microsoft-ethics-society-team-responsible-ai-layoffsPortafolio: https://www.portafolio.co/internacional/grandes-empresas-tecnologicas-han-despedido-a-miles-de-empleados-a-que-se-debe-57740220 Minutos: https://www.20minutos.es/tecnologia/inteligencia-artificial/ola-despidos-grandes-tecnologicas-continua-microsoft-despide-equipo-etica-inteligencia-artificial-5110792/RPP Noticias: https://rpp.pe/tecnologia/mas-tecnologia/empresas-tecnologicas-recortan-equipos-de-etica-en-ia-noticia-1475866?ref=rppDisclaimer: Las noticias sobre despidos de equipos de ética en IA no están directamente relacionada con la breve historia de la IA, pero puede proporcionar información de contexto relevante sobre el estado actual de la industria de la IA y sus implicaciones éticas.NOTICIAS RELATADAS:Suspensión ChatGPT en Italia - La Stampa: https://www.lastampa.it/cronaca/2023/04/01/news/chatgpt_openai_sospende_servizio_italia-12731698/ (sobre la suspensión del servicio ChatGPT de OpenAI en Italia)Pausar los experimentos gigantes AI - Carta abierta en 2023: https://futureoflife.org/open-letter/pause-giant-ai-experiments/?utm_source=pocket_savesCarta abierta en 2015: https://futureoflife.org/open-letter/ai-open-letter/?utm_source=pocket_savesIA en la justicia: https://www.elheraldo.co/colombia/inteligencia-artificial-juzgado-de-cartagena-resuelve-tutela-con-ayuda-de-la-ia-chatgptOpenAI - Bussiness Insider Mx: https://businessinsider.mx/conoce-historia-openai-compania-desarrollo-chatgpt_tecnologia/ (sobre la historia de OpenAI)Enlaces adicionales para profundizar:Libro "Perceptrons" de Marvin Minsky y Seymour Papert, que detalla los límites de los perceptrones y la inteligencia artificial en la década de 1960: https://mitpress.mit.edu/9780262630221/perceptrons/Sitio web oficial de la Conferencia de Dartmouth de 1956, donde se acuñó el término "inteligencia artificial": https://home.dartmouth.edu/about/artificial-intelligence-ai-coined-dartmouthArtículo "Deep Learning" de Yann LeCun, Yoshua Bengio y Geoffrey Hinton, que describe el auge de la IA basada en redes neuronales profundas: https://www.nature.com/articles/nature14539Documental "AlphaGo" de Greg Kohs, que sigue al equipo de Google DeepMind mientras desarrollan una inteligencia artificial capaz de jugar al juego de mesa Go a nivel de campeonato mundial: https://www.alphagomovie.com/Sitio web oficial del Proyecto de Inteligencia Artificial de Stanford (Stanford AI Lab), una de las instituciones líderes en investigación de IA: https://ai.stanford.edu/Artículo "Predictive policing alogrothms are racist. They need to be dismantled.” de Will Douglas Heaven: https://www.technologyreview.com/2020/07/17/1005396/predictive-policing-algorithms-racist-dismantled-machine-learning-bias-criminal-justice/Todas las músicas autorizadas con licencia Creative Commons y Audiio: https://ref.audiio.com/3n4qg4x3 (usa el código "SAVE70" para ahorrar el 70%) Entra tú también a nuestro grupo Telegram en https://ElSiglo21esHoy.com

La historia de la inteligencia artificial es una historia de cómo las máquinas se están volviendo cada vez más inteligentes y cómo eso afecta nuestra vida cotidiana. Comenzó hace mucho tiempo, cuando personas como Ada Lovelace y Alan Turing tuvieron la idea de que las máquinas podrían hacer más cosas que solo matemáticas. Desde entonces, ha habido muchos avances importantes en la tecnología de IA, como las redes neuronales y el aprendizaje profundo. Estos avances nos permiten hacer cosas increíbles, como enseñar a las máquinas a jugar juegos y manejar carros (conducir coches). Pero también hay desafíos, como asegurarnos de que la tecnología de IA sea ética y no discrimine a nadie. Ahora, la inteligencia artificial es una parte importante de nuestra vida cotidiana y seguirá evolucionando en el futuro.Este es un episodio pódcast narrado por escenas, que transcurren así:En la primera escena, vemos a Ada Lovelace, Charles Babbage y Alan Turing en el laboratorio de la Universidad de Mánchester en la década de 1940 y 1950. Ada Lovelace había formulado la idea de que una máquina podría ser programada para realizar cualquier tarea, no solo las matemáticas, y Charles Babbage había diseñado una máquina analítica para hacer precisamente eso. Alan Turing continuó con esta tradición y propuso la idea de la prueba de Turing, que evalúa si una máquina puede imitar la inteligencia humana.En la segunda escena, vemos a Alan Turing en la Universidad de Mánchester en 1950, desarrollando su trabajo en la prueba de Turing y sentando las bases de la IA moderna.La tercera escena tiene lugar en la Conferencia de Dartmouth en 1956, donde John McCarthy y Marvin Minsky lideraron un grupo de investigadores para establecer la IA como un campo de estudio formal. Aquí es donde se acuñó el término "inteligencia artificial".En la cuarta escena, vemos a Frank Rosenblatt en los Laboratorios Bell de Nueva Jersey a finales de 1950, inventando el perceptrón, un tipo de red neural artificial.En la quinta escena, la acción se traslada a la Universidad de California y a la de Toronto, en la década de 1980, donde Geoffrey Hinton y otros investigadores trabajaron en el renacimiento de las redes neuronales artificiales.En la sexta y última escena, vemos a científicos e ingenieros de empresas tecnológicas como Apple, Amazon y Google, así como a investigadores de DeepMind, trabajar en el desarrollo del aprendizaje profundo y en la aplicación de la IA en la vida cotidiana.La historia de la IA es una historia de avances y retos, de descubrimientos sorprendentes y cambios dramáticos, y de un futuro lleno de posibilidades. Desde sus orígenes hasta sus aplicaciones actuales, la IA ha evolucionado significativamente a lo largo de los años. Además, como se mencionó anteriormente, se han formado equipos de ética en IA para abordar los desafíos éticos y sociales, pero también hay preocupaciones sobre la eliminación de estos equipos por parte de grandes empresas tecnológicas. La IA ya es una parte integral de nuestra vida cotidiana, desde los asistentes virtuales hasta los coches autónomos, pero es importante abordar los desafíos éticos y sociales que plantea, como la privacidad de los datos, la discriminación algorítmica y el impacto en el empleo.La historia de la IA es una historia fascinante de avances tecnológicos, personajes clave y desafíos éticos y sociales, que continúa evolucionando y cambiando nuestro mundo.Enlaces sobre la Breve Historia de la Inteligencia Artificial:Ada Lovelace: https://es.wikipedia.org/wiki/Ada_LovelaceCharles Babbage: https://es.wikipedia.org/wiki/Charles_BabbageAlan Turing: https://es.wikipedia.org/wiki/Alan_TuringJohn McCarthy: https://es.wikipedia.org/wiki/John_McCarthy_(cient%C3%ADfico)Frank Rosenblatt: https://empresas.blogthinkbig.com/historia-de-la-ia-frank-rosenblatt-y-e/Perceptrón: https://www.crehana.com/blog/transformacion-digital/que-es-perceptron-algoritmo/#que-es-perceptronGeoffrey Hinton: https://es.wikipedia.org/wiki/Geoffrey_HintonAlexNet: https://en.wikipedia.org/wiki/AlexNetDespidos de equipos de ética en IA:The Verge: https://www.theverge.com/2023/3/13/23638823/microsoft-ethics-society-team-responsible-ai-layoffsPortafolio: https://www.portafolio.co/internacional/grandes-empresas-tecnologicas-han-despedido-a-miles-de-empleados-a-que-se-debe-57740220 Minutos: https://www.20minutos.es/tecnologia/inteligencia-artificial/ola-despidos-grandes-tecnologicas-continua-microsoft-despide-equipo-etica-inteligencia-artificial-5110792/RPP Noticias: https://rpp.pe/tecnologia/mas-tecnologia/empresas-tecnologicas-recortan-equipos-de-etica-en-ia-noticia-1475866?ref=rppDisclaimer: Las noticias sobre despidos de equipos de ética en IA no están directamente relacionada con la breve historia de la IA, pero puede proporcionar información de contexto relevante sobre el estado actual de la industria de la IA y sus implicaciones éticas.NOTICIAS RELATADAS:Suspensión ChatGPT en Italia - La Stampa: https://www.lastampa.it/cronaca/2023/04/01/news/chatgpt_openai_sospende_servizio_italia-12731698/ (sobre la suspensión del servicio ChatGPT de OpenAI en Italia)Pausar los experimentos gigantes AI - Carta abierta en 2023: https://futureoflife.org/open-letter/pause-giant-ai-experiments/?utm_source=pocket_savesCarta abierta en 2015: https://futureoflife.org/open-letter/ai-open-letter/?utm_source=pocket_savesIA en la justicia: https://www.elheraldo.co/colombia/inteligencia-artificial-juzgado-de-cartagena-resuelve-tutela-con-ayuda-de-la-ia-chatgptOpenAI - Bussiness Insider Mx: https://businessinsider.mx/conoce-historia-openai-compania-desarrollo-chatgpt_tecnologia/ (sobre la historia de OpenAI)Enlaces adicionales para profundizar:Libro "Perceptrons" de Marvin Minsky y Seymour Papert, que detalla los límites de los perceptrones y la inteligencia artificial en la década de 1960: https://mitpress.mit.edu/9780262630221/perceptrons/Sitio web oficial de la Conferencia de Dartmouth de 1956, donde se acuñó el término "inteligencia artificial": https://home.dartmouth.edu/about/artificial-intelligence-ai-coined-dartmouthArtículo "Deep Learning" de Yann LeCun, Yoshua Bengio y Geoffrey Hinton, que describe el auge de la IA basada en redes neuronales profundas: https://www.nature.com/articles/nature14539Documental "AlphaGo" de Greg Kohs, que sigue al equipo de Google DeepMind mientras desarrollan una inteligencia artificial capaz de jugar al juego de mesa Go a nivel de campeonato mundial: https://www.alphagomovie.com/Sitio web oficial del Proyecto de Inteligencia Artificial de Stanford (Stanford AI Lab), una de las instituciones líderes en investigación de IA: https://ai.stanford.edu/Artículo "Predictive policing alogrothms are racist. They need to be dismantled.” de Will Douglas Heaven: https://www.technologyreview.com/2020/07/17/1005396/predictive-policing-algorithms-racist-dismantled-machine-learning-bias-criminal-justice/Todas las músicas autorizadas con licencia Creative Commons y Audiio: https://ref.audiio.com/3n4qg4x3 (usa el código "SAVE70" para ahorrar el 70%) Entra tú también a nuestro grupo Telegram en https://ElSiglo21esHoy.comThis show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/880846/advertisement

Oh man, my audio quality is AWFUL here. Luckily Ross's is better and he's great at carrying the conversation! We talk about how Ross "cheats" both to get into teaching and to get into tech, and about some overlap between the two -- we talk about Seymour Papert, of course. Later we get into different paradigms of programming and what you learn from them, as well as the balance between being a generalist and a specialist. Ross has done a lot with WebPacker -- WebPacker and the asset pipeline are a lot like Bundler as a way to control the Wild West of dependency management. For show notes and links, see: http://justtheusefulbits.com/jtub/ross-kaffenberger-teaching-webpacker-and-paradigms/

Welcome to the first of a new podcast interview series I'm titling, "Pedagogy Matters." This episode, recorded on May 30, 2022, features the pedagogy of my wife, Shelly Fryer, which I would summarize as "A Pedagogy of Computational Thinking: Constructionism, Coding, Robotics, Play, and Student Choice." Shelly started her journey as a classroom teacher in 1987 after she graduated from the College of Education at Texas Tech University. In addition to teaching in several Title 1 elementary schools in Lubbock ISD, Texas, Shelly taught for the U.S. Department of Defense in Germany for 3 years. After staying home with our children for several years, Shelly served as the Director of PreSchool Ministries at our church in Edmond, Oklahoma, and returned to the classroom in 2013 to teach 3rd, 4th and 5th grades at Positive Tomorrows in Oklahoma City for four years, which is Oklahoma's only school exclusively serving homeless children and their families. In 2017, Shelly moved to Casady School, where she taught for the past five years, starting in Language Arts for two years and then teaching STEM (Science, Technology, Engineering and Math.) As Shelly shares in the interview, when she came back to the classroom in 2013, she moved into an iPad 1:1 student learning environment, and "jumped in with both feet" learning to teach with twenty-first century digital tools for student engagement, creativity, and assessment. We specifically key in on a culminating unit Shelly taught the past couple years on biomimicry using robotics and coding activities. Also, we explore how Shelly's understanding of computational thinking, maker education, the "constructionism" of Seymour Papert, and using technology tools to empower students to "show what they know with media" have become essential elements of her personal pedagogy as a classroom teacher and designer of durable learning experiences for students. Check out the show notes for this episode (480) on speedofcreativity.org for links to the resources and technology tools mentioned in this podcast interview, and for ways to reach out to Shelly with questions and feedback. Pedagogy matters! Many thanks to Shelly Fryer (www.shellyfryer.com) for sharing her passion for teaching, for students, for engaging lessons, and equipping both teachers and students with the skills and dispositions needed to succeed and thrive in our rapidly changing environment of the twenty-first century.

Good projects aren't that tough to create.  But somehow we always seem to overcomplicate them. (Me included) What if I told you that the best project prompts could fit on a single post-it note?  Project-Based experiences that have students staying in during lunch, working late hours in the evening, mastering curricular standards, and producing awe inspiring work that makes adult jaws drop.  These are the kind of project-based experiences Gary Stager has educators around the world designing through his Summer Institutes and brilliant book 'Invent to Learn' on a regular basis.  I sat down with Gary to discuss the book and how we as learning experience designers can:  Design curricular rich project prompts that fit on a single post-it note Create learning environments that resemble more cocktail party than they do classroom Design projects that are 'sharable,' and live on well beyond their expiration date Release the shackles of subjects, specialists, timetables, curriculum standards and assessment that often stand in the way of deep and meaningful learning  Act more as 'ethnographers' to capture and document student learning, rather than teachers who deliver instruction   Get Gary's Book 'Invent to Learn': https://inventtolearn.com/ Learn more about Gary: http://professorgarystager.com Connect with Gary on Twitter: @garystager Get the Free PBL Design Starter Kit: https://transformschool.com/pblstarterkit/  Gary's Bio: In addition to being a popular keynote speaker at some of the world's most prestigious education conferences, Gary Stager is a journalist, teacher educator, consultant, professor, software developer, publisher, and school administrator. An elementary teacher by training, he has taught students from preschool through doctoral studies. In 1990, Dr. Stager led professional development in the world's first laptop schools and played a major role in the early days of online education. Gary is the founder of the Constructing Modern Knowledge summer institute for educators. Dr. Stager is co-author of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools,” by Larry Magid of CBS and The San Jose Mercury News. Invent To Learn has been translated into nine languages. Dr. Stager's most recent book is Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon's Seminal Work. When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary's doctoral dissertation and documented Papert's most-recent institutional research project. Dr. Stager's work has earned a Ph.D. in Science and Mathematics Education and he collaborated on a project that won a Grammy Award. Recently, Gary was invited by Fondazione Reggio Children to lead a public seminar on education in Reggio Emilia, Italy. Gary is also on the advisory board of the NSF-funded project, BJC4NYC: Bringing a Rigorous Computer Science Principles Course to the Largest School System in the US. Dr. Stager also maintains the world's largest archive of text and multimedia by Seymour Papert at The Daily Papert.

I am joined today by Burton Hable. Burton Hable is a music educator, currently living in Central Virginia. He is a doctoral student in Boston University's Music Education program, and his research interests lie in how people construct music knowledge in the context of a makerspace. He also serves as the Operations and Building Manager for the Charlottesville Band. Prior to moving to Virginia in the summer of 2018, he taught instrumental music in Iowa for eight years. I've also known Burton for 20 years now, as we were high school classmates and played trombone in the same high school band together, and both of us came back years later to teach in the same district we graduated from. In so many ways, Burton and I share a similar journey in arriving at progressive education, and I am grateful to call him a friend and a learning partner for these many years.As the title mentions, this episode focuses on the niche pedagogy of “constructionism” largely attributed to one man, Seymour Papert, who published his first book, Mindstorms: Children, Computers, and Powerful Ideas, back in 1980. It's both fascinating and frustrating that despite 4 decades of research supporting the powerful impact on cognition and the opportunity for collaboration inherent in these ideas, the philosophy and framework of constructionism and similarly modeled “makerspaces” are still only deployed in limited pockets on the fringes of the standard model of school. This conversation gets at the same central premise as so many others on this podcast, that is our limited imagination about “what works” in schools as they are currently structured, and “what works to do what” within music education in particular. What does it mean to be musically literate? To be a musician? Burton Hable imagines the role of makerspaces supported by constructionist pedagogy in music ed as a way to expand and enrich the standard model for students, with the goal of creating a broader collaborative experience for students to engage with all aspects - creating, performing, responding, and connecting - of what it means to be musical.Connect with Burton @ burtonhable.com or on Twitter @burtonhableGUESTSBurton Hable, music educator & Operations and Building Manager for the Charlottesville BandRESOURCESMindstorms: Children, Computers, and Powerful Ideas by Seymour Papert (open access)Review: The Case for Constructivist Classrooms by Nick Covington See acast.com/privacy for privacy and opt-out information.

In any discussion of artificial intelligence and machine learning today, artificial neural networks are bound to come up. What are artificial neural networks, how have they developed, and what are they poised to do in the future? Host Angelo Kastroulis dives into the history, compares them to biological systems that they are meant to mimic, and talks about how hard problems like this one need to be handled carefully.Angelo begins with a discussion of how biological neural networks help make our brain a powerful computer of complexity. He then talks about how artificial neural networks recruit the same structures and connections to create artificial intelligence. To understand what we mean by artificial intelligence, Angelo explains how the Turing Test works and how Turing's work forms a foundation for modern AI. He then discusses other early pioneers in this work, namely Frank Rosenblatt, who worked on models that could learn or “perceptrons.” Angelo then relates the history of how this work was criticized by Marvin Minsky and Seymour Papert and how mistakes in their own work put the potential advances of artificial neural networks back by about two decades.Using image recognition as a case study, Angelo ends the episode by talking about about various approaches' benefits and drawbacks to illustrate what we can do with artificial neural networks today.CitationsHebb, D.O. (1949). The organization of behavior: A neuropsychological theory. New York: Wiley.Minsky, M. (1954.) Theory of neural-analog reinforcement systems and its application to the brain-model problem. Doctoral dissertation. Princeton: Princeton University.Minsky, M. and Papert, S. (1969). Perceptrons: An introduction to computational geometry. Cambridge: MIT Press.Rosenblatt, F. (1957). "The perceptron: A perceiving and recognizing automaton.”Buffalo: Cornell Aeronautical Laboratory, Inc. (Accessible at https://blogs.umass.edu/brain-wars/files/2016/03/rosenblatt-1957.pdf)Rosenblatt, F. (1962). Principles of neurodynamics: Perceptrons and the theory of brain mechanisms. Washington, D.C.: Spartan Books_._Turing, A. (1950, October). "Computing machinery and intelligence," Mind, LIX: 236, pp. 433–460. https://doi.org/10.1093/mind/LIX.236.433  Further ReadingWarren McCollough and the McCollough-Pitts NeuronChurch-Turing ThesisTuring TestXOR or Exclusive orHost: Angelo KastroulisExecutive Producer: Kerri Patterson; Producer: Leslie Jennings Rowley; Communications Strategist: Albert Perrotta; Audio Engineer: Ryan ThompsonMusic: All Things Grow by Oliver Worth© 2021, Carrrera Group

'Your customers will tell you what they want your product to be. Listening to what the customer wants is half the battle and the key to everything you do.'  Andrew Barry Andrew Barry (@bazzaruto) is 'the course guy', a online teacher's teacher and founder of Curious Lion Learning.If a single slogan could describe Andrew, it would be 'The more you learn, the better it gets', a line which he credits to a sporting TV network he used to watch while growing up, a self-confessed sports fanatic, in Cape Town, South Africa. With a start at KPMG as a chartered accountant, Andrew veered off into teaching, having found his niche developing training for corporate companies.  His vision is sharp: better learning experiences enhances both brand and culture, and he delights in creating the right digital or hybrid products to deliver just that for his clients.  His method? Taking the time to ask in depth questions and listening to what the customer wants. In this interview, Andrew digs deep into the 8 component parts of TOC's (Transformational Online Courses), a term coined after analysing the process which had led him to several of his own personal transformations.Far from the 'sage on the stage', he explains how we learn better from each other, the importance of establishing trust and credibility, and being student-centered. Host Anne Muhlethaler (a course nerd herself) also shares her best and worst online workshops stories, and asks Andrew about how to promote a digital course (when one hates promoting oneself), tech platforms (important or not?) and the opportunities for early movers in the adult digital learning space.For anyone trying to understand online learning, those interested in signing up for a course or perhaps developing their own, this rich interview will leave you not only knowledgeable on the subject but perhaps even yearning to learn something new. Enjoy!***Selected links from episode: Connect with Andrew on Twitter @Bazzaruto -  https://twitter.com/Bazzaruto  or @CuriousLionInc https://twitter.com/CuriousLionIncOn IG @Bazzaruto - https://www.instagram.com/bazzaruto/On Youtube @Andrew Barry Teaches - https://www.youtube.com/c/Andrew%20BarryTeachesor discover more on Curious Lion Learning - https://curiouslionlearning.com/Andrew's $5 email course: https://curious-lion.ck.page/products/course-creator-email-courseHis free ebook to create the perfect online course - https://curiouslionlearning.com/ebook/Listen to the Curious Lion podcast - https://curiouslionlearning.com/podcast/***Anne's interview with Andrew on his podcast - How did you Learn That MOOCs - the meaning - https://en.wikipedia.org/wiki/Massive_open_online_courseInterview with Nadine Kelly Akimbo workshops - https://akimbo.com/Write of Passage course - https://writeofpassage.school/The altMBA - https://altmba.com/Robbie Crabtree Performative Speaking - https://www.robbiecrabtree.com/Ali Abdaal Part Time Youtuber Academy - https://academy.aliabdaal.com/Ish Baid, CEO of Virtually - https://twitter.com/IshBaidVirtually - https://www.tryvirtually.com/Seymour Papert - https://en.wikipedia.org/wiki/Seymour_PapertJean Piaget - https://en.wikipedia.org/wiki/Seymour_PapertAndrew's Essays - https://curiouslionlearning.com/perfect-sales-offer-online-course/Jim Collins 'Beyond Entrepreneurship 2.0' - https://www.jimcollins.com/books/BE2.htmlHasan Kubba 'The Unfair Advantage' -  https://www.amazon.com/Unfair-Advantage-Startup-Success-Starts/dp/1788163311Robert Moses 'The Power Broker' - https://www.goodreads.com/book/show/1111.The_Power_BrokerThe song It's Alright, Ma - https://m.youtube.com/watch?v=JBNWkCsmqAYBob Marley's 'Jammin' - https://m.youtube.com/watch?v=1uM5exCBWzkShaka Zulu - https://en.m.wikipedia.org/wiki/Shaka ***If you enjoyed this episode, click subscribe for more, and consider writing a review of the show on Apple Podcasts, it helps people find us and also helps to secure future guests. Thank you for listening!For all notes and transcripts, please visit Out OfThe Clouds on Simplecast - https://out-of-the-clouds.simplecast.com/Sign up for Anne's email newsletter for more from Out of the Clouds at https://annevmuhlethaler.com.Follow Anne:Twitter: @annvi IG: @_outoftheclouds 

Informatica en informatiekunde worden op veel scholen aangeboden, maar niet op alle. Digitale geletterdheid komt nieuw in het curriculum, maar hoe? En wanneer? En waarom? In deze aflevering gaan Wim en Wytze in gesprek met Felienne Hermans van vereniging I&I over al deze vragen. En de vraag waarom elke leerling zou moeten programmeren. Felienne Hermans is associate professor bij het Leiden Institute of Advanced Computer Science, waar zij de PERL-groep leidt. Ze richtte Infotron op, gaf les op een weekendschool aan basisschoolleerlingen en nu op Lyceum Kralingen in Rotterdam als docent informatica. En ze is bestuurslid van Vereniging I&I, de vereniging van docenten informatica. (www.felienne.com). In de aflevering wordt er gesproken over: het werk van Seymour Papert: https://nl.wikipedia.org/wiki/Seymour_Papert Lyceum Kralingen in Rotterdam: https://lyceumkralingen.nl/ Programmeertaal Hedy: https://hedy-beta.herokuapp.com/?lang=nl Daarnaast noemen we in de aflevering ook ons gesprek over Curriculum.nu (https://anchor.fm/pictio-onderwijspodcast/episodes/2---Curriculum-nu-met-Theo-Douma-en-Nellianne-van-Schaik-e6ghv0) en ons gesprek over Digitale Geletterdheid (https://anchor.fm/pictio-onderwijspodcast/episodes/4---Digitale-geletterdheid-met-Remco-Pijpers-en-Ronilla-Snellen-e9d2s3) Wytze Niezen vind je op LinkedIn (https://www.linkedin.com/in/wytzeniezen/) Wim Pelgrim vind je op zijn eigen site (www.wimpelgrim.nl). Wil je reageren? Ga dan naar Twitter (http://twitter.com/onderwijscast), Instagram (http://instagram.com/onderwijspodcast), Facebook (https://www.facebook.com/groups/2199997356720348/) of LinkedIn (https://www.linkedin.com/groups/8805729/) Deze podcast wordt mogelijk gemaakt door www.pictio.nl

In de serie ‘Onder pedagogen’ gaan we met onderwijsmensen in gesprek over pedagogen en denkers die een inspiratiebron voor hen vormen. In deze podcast praten we met biologieleraar Per-Ivar Kloen over Seymour Papert. Wat kunnen we van Papert leren over de leerling in de digitale samenleving? Seymour Papert, overleden in 2016, was een Amerikaanse wiskundige en psycholoog en werkzaam als hoogleraar aan MIT, Massachusetts Institute of Technology. Hij was pionier in kunstmatige intelligentie en bedenker van de programmeertaal LOGO, de voorloper van Scratch.  Kloen is docent aan De Populier in Den Haag en ook een van de grondleggers van het maakonderwijs in Nederland.   

SummaryOur guest today is Victoria Ransom, the CEO at Prisma. Victoria is a serial entrepreneur from New Zealand, having sold her last company to Google and is currently living in the U S with her partner and co-founder Alain Chuard. We are going to talk about their newest venture Prisma, a full-time virtual program (with a physical component) for middle school learners. Prisma is a full-stack connected learning network that is rethinking school from first principles.Listen and take note of what happens when you combine a stellar team, great technology and a state-of-the-art, progressive learning framework.In our discussion, we cover:Many education leaders integrate peer learning, but at Prisma they have thought deeply about how learning from & teaching another child is so beneficial.Victoria seems an inflection point before middle school, where kids start racing after grades and tests. Prisma catches them before middle school starts to keep and kindle their sense of wonder.A coach appears as the governor of Wisconsin, a task force is put on a major water problem. Is it a classroom or a Hollywood set? Kids get clues and reports. Curiosity and motivation kick in. They launch a PR campaign, a budget...oh, and hit all their learning goals as well.Teachers still do so much grunt work, so much waste, so much multitasking that takes their focus off the learners. Prisma is using technology and learning science to strip away the noise and let their coaches focus on delivering a pure, seamless learning experience.Zoom doesn't cut it for the kiddos. Victoria is bursting with ideas, both for sync & async learning that enrich and gamify the learning experience. One example: Expressing support in a virtual settingHere are some resources mentioned in our discussion:The concept of Hard Fun by Seymour Papert - http://www.papert.org/articles/HardFun.htmlPrisma's Learning Framework - https://www.joinprisma.com/frameworkPrisma LIVE - https://www.joinprisma.com/prisma-liveWhere to learn more about the guest:Prisma's Twitter account - https://twitter.com/joinprismaVictoria's Twitter account - https://twitter.com/victoria_ransomAlain's Twitter account - https://twitter.com/AlainChuardWebsite - https://www.joinprisma.comWhere to learn more about Enrollhand:Website: www.enrollhand.comOur webinar: https://webinar-replay.enrollhand.com

John talks to Dr. Gregg Collins, Chief Learning Scientist at NIIT. A Ph.D. in Artificial Intelligence from Yale University, Dr. Collins played a key role in the seminal research carried out at the Institute for the Learning Sciences (ILS) at Northwestern University in Chicago. He was a co-founder of Cognitive Arts Corporation, which was incorporated in 1995 to commercialize ILS and has been consistently recognized as a pioneer and leader in the effective use of instructional design and technology to support pedagogy.   This wide-ranging discussion covers the culture in L&D, boring learning and how to avoid it, what LDs can learn from gaming, Curation, AI and troubling news about growth mindset.   02:46 Why does L&D accept criticism so easily? 08:33 How did he get into the learning business? 12:54 E = MC5 21:56 Computer games and learning 26:32 Curation 31:41 A.I. and Learning 40:00 Will A.I. move more quickly in some subjects than others? 43:14 Growth mindset - does it work?   Mentioned in the discussion Seymour Papert: https://en.wikipedia.org/wiki/Seymour_Papert John Seely Brown and intelligent tutoring systems: https://www.amazon.co.uk/Intelligent-Tutoring-Systems-Computers-People/dp/0126486816/ref=sr_1_1?keywords=9780126486803&linkCode=qs&qid=1616940715&s=books&sr=1-1 Gregg's videos about Narrow vs General AI (start here): https://www.youtube.com/watch?v=QYNLccMmPfk   Contact Gregg LinkedIn: linkedin.com/in/gregg-collins-54a3971 Twitter: @NIITMTS NIIT website: https://www.niit.com/en/learning-outsourcing/   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 – 'Data & learning: A new common-sense approach' https://learningpool.com/data-learning-a-new-common-sense-approach/

Yes this episode is about Scratch, one of the most well known programming language for kids, but it is about so much more. Join us as we talk with Scratch founder, Mitch Resnick, about bringing creativity back to the classroom. We dive deep into his time with his mentor Seymour Papert and into his creative process with his team in the MIT Media Lab.  We cover his journey to where he is today, important things to remember when inspiring a child's imagination (on and off the screen), and the magic of being a lifelong kindergartner.  Enjoy!

In seinem Buch "Mindstorms" von 1993 entwirft Seymour Papert eine neue Art, Kindern mit der Hilfe von Computern Wissen zu vermitteln. So sollen Kinder die Fähigkeit entwickeln, über ihr eigenes Denken und Lernen zu reflektieren. Papert hofft, dass sich durch eine veränderte Bildungskultur auch die Wissenschaftskultur verändert.

In this episode, we’re exploring that future by looking to the past. Leading Lines producer Cliff Anderson shares a fascinating interview with tech entrepreneur Brian Dear about his book The Friendly Orange Glow: The Untold Story of the Rise of Cyberculture. The book tells the story of PLATO, an experiment in the 1960s and 1970s to see if a computer could teach people. In the interview, Brian Dear talks about the development of PLATO and its impact on the history of computing. He mentions a few names you likely know, like Douglas Engelbart, Seymour Papert, and Isaac Asimov, as well as a few you likely don’t. And he discusses the origin and importance of things we often take for granted today, like a display that responds as you type and the role of social connections in learning. This episode is a little longer than our usual, but if you have any interest in the history of computing, I think you’ll find it really interesting. Links • Brian Dear’s website, http://brianstorms.com/ • The Friendly Orange Glow (Penguin Random House, 2017), https://www.penguinrandomhouse.com/books/545610/the-friendly-orange-glow-by-brian-dear/ • Brian (@brianstorms) Dear on Twitter, https://twitter.com/brianstorms • “The Story of John Hunter’s World Peace Game, Roger Ebert, and the PLATO System” by Brian Dear, https://medium.com/@brianstorms/the-story-of-john-hunters-world-peace-game-roger-ebert-and-the-plato-system-4b3bb571fa2

Cropping Windows 10 Screensaver pic, SSD vs SD Card (speed, reliability), clearing browser cache (why), Alexa sounds (adjusting volume), streamig Android to AppleTV (Mirror360, AirSync), printing photos on canvas (Costco), editing Tweets (not possible, why), Profiles in IT (Cynthia Solomon, Mother of Educational Computing), Observations from the Bunker (Nature of Learning according to Seymour Papert), Tip of the Week (using VPN to save money), SpaceX Dragon Capsule return (watch on NASA TV), monopoly power in big tech (Amazon, Apple, Facebook, Google grilled by Congress), and Twitter hack (enabled by social engineering, three arrested). This show originally aired on Saturday, August 1, 2020, at 9:00 AM EST on WFED (1500 AM).

Cropping Windows 10 Screensaver pic, SSD vs SD Card (speed, reliability), clearing browser cache (why), Alexa sounds (adjusting volume), streamig Android to AppleTV (Mirror360, AirSync), printing photos on canvas (Costco), editing Tweets (not possible, why), Profiles in IT (Cynthia Solomon, Mother of Educational Computing), Observations from the Bunker (Nature of Learning according to Seymour Papert), Tip of the Week (using VPN to save money), SpaceX Dragon Capsule return (watch on NASA TV), monopoly power in big tech (Amazon, Apple, Facebook, Google grilled by Congress), and Twitter hack (enabled by social engineering, three arrested). This show originally aired on Saturday, August 1, 2020, at 9:00 AM EST on WFED (1500 AM).

รีวิวหนังสือ Invent to Learn เขียนโดย Sylvia Libow Martinex และ Gary Stager หนังสือที่บันทึกหน้าประวัติศาสตร์ของ Prof. Seymour Papert ผู้ใช้คอมพิวเตอร์ในการสร้างสรรค์สิ่งใหม่ๆ จากคอนเซ็ปท์ของ Constructivism ไปสู่ Constructionism และการทำ Fab lab (Maker space) หนังสือเล่มนี้เหมาะกับครูที่ใช้เทคโนโลยีในการสร้างสรรค์และเป็นสื่อการสอนของเด็ก --- Send in a voice message: https://anchor.fm/sakol/message

CODING! We discuss why it's useful to teach our students coding, take a look at the work of Seymour Papert and Constructionist theory, and go through some of the best educational coding platforms like Scratch, Lego Mindstorms and Microbits. Don't forget to get in touch with your comments, requests and feedback: riskybusinesseducation@gmail.com or @riskybusinessed on twitter.

For over 30 years, Gary Stager has been at the forefront of those arguing for a more constructionist approach to learning. In this podcast, he discusses the power and importance of letting students experience learning by doing in every interaction with school. Gary has been greatly influenced by the work of Jean Piaget, Seymour Papert, and many others. His keynotes and presentations around the world continually push people's thinking about the ways in which children and adults learn most powerfully and deeply. Don't forget to check out Gary's Constructing Modern Knowledge Summer Institute which will be held July 16-19 in Manchester, NH. Now in its 12th year, CMK is a unique, deep-dive into learning unlike any other featuring amazing speakers and thought-provoking ideas for classroom practice. Gary's Blog Constructing Modern Knowledge Press Gary on Twitter Watch the live webinar/podcast interview with Gary on Crowdcast  

In this episode of The Wired Educator Podcast I interview an amazing Canadian Educator name Brian Aspinall about his brand new book titled Block Breaker: Building Knowledge and Amplifying Student Voice One Block at a Time! Brian and I have a wonderful conversation that I know you will love and benefit. Enjoy! Brian Aspinall is an educator and best selling author and is considered one of the brightest STEM innovators in Canadian education. His book, Code Breaker – 15+ Ways to Get Started With Coding, continues to top the charts in STEM Education with a focus on rethinking assessment and evaluation. Recently he was awarded the Prime Minister's Award for Teaching Excellence for his work with coding and computational thinking. His enthusiasm, thought leadership, and approach to building capacity within STEM education has made him a sought after speaker throughout North America and has earned him the honour of being selected as Canada's first Minecraft, Micro:BiT, and Makey Makey Ambassadors! Order Brian's newest book, Block Breaker, here! Mentioned in this podcast: Planbook.com, our sponsor, is a great way to design your lessons! Lisa Johnson has a new book out, Creatively Productive, and... she mentioned my book in her's! How awesome! Grab a copy of Lisa's new book; she will be on the show again soon. The Future Focused Podcast: It's my other podcast focused on leveling-up your leadership and living a dynamic life. I will also be documenting the release of my new book, Unthink Before Bedabout anxiety and mindfulness. I have added a feature so you can leave me a question with your voice about this podcast, or any other podcast or blog, or about education in general. Leave your name, where you are from and your question. It is quick and easy from any device. Record a question or comment here!It's just one click! Thank you. Brian's book Code Breaker: Increase Creativity, Remix Assessment and Develop a Classroom of Coder Ninja's. Brian's newest book is titled Block Breaker: Building Knowledge and Amplifying Student Voice One Block at a Time! Brian's next purchase is going to be a drone. Here is one that I have my eye on: DJI Mavic Pro. This is the one I recommend and plan to purchase. One of Brian's favorite books is: Mindstorms: Children, Computers, and Powerful Ideas by Seymour Papert. Kelly Croy is an author, speaker and educator. If you'd like to learn more about Kelly, or invite him to your school or conference to speak please send him an email. • Listen to Kelly's other podcast, The Future Focused Podcastand subscribe. • Subscribe to The Wired Educator Podcastwith over 115 episodes of interviews and professional development. • Visit Kelly's website at www.KellyCroy.com. • Looking for a dynamic speaker for your school's opening day? • Consider Kelly Croy at www.KellyCroy.com • Order Kelly's book, Along Came a Leaderfor a school book study or your personal library. • Follow Kelly Croy on Facebook.  • Follow Kelly Croy on Twitter.  •  Follow Kelly Croy on Instagram  [smart_podcast_player social_twitter="true" social_facebook="true" social_gplus="true" social_linkedin="true" social_pinterest="true" social_email="true" ]

Seymour Papert's life work was about how humans learnt. We look at his big idea — knowledge construction — and draw on it to learn how to become a better trainer, and therefore a better manager.  Andy Ko's summary of Papert's work may be found on Medium here. Papert's book, Mindstorms, is a summary of his life's work and philosophy, built around Knowledge Construction.  

We kick off with reading a love letter to Canadian libraries, discuss the NMC Horizon Report on learning in public schools, the role of technology in social issues, and trip out on Seymour Papert's programming language as well as his ideas about how children construct their learning.

The buzz: “While upgrading all 160,000 streetlights in Los Angeles with remote monitoring and smart controls will cost about $14 million, the city is saving $8 million per year by switching to more energy-efficient LED bulbs (CNN Money). Digital communications and energy-efficient LED lighting are revolutionizing and transforming urban lighting infrastructures into information pathways with the capacity to collect and share data and offer insights that enable and drive the smart city. Is your city “bright” enough yet (pun intended)? The experts speak. Susanne Seitinger, Philips Lighting: “You can't think seriously about thinking without thinking about thinking about something” (Seymour Papert). David Graham, City of San Diego: “This is an adventure” (The Life Aquatic with Steve Zissou). Marlyn Zelkowitz, SAP: “A candle loses nothing by lighting another candle” (James Keller). Join us for You Light Up My Life: Smart Cities, Smart Lighting – Part 4.

The buzz: “While upgrading all 160,000 streetlights in Los Angeles with remote monitoring and smart controls will cost about $14 million, the city is saving $8 million per year by switching to more energy-efficient LED bulbs (CNN Money). Digital communications and energy-efficient LED lighting are revolutionizing and transforming urban lighting infrastructures into information pathways with the capacity to collect and share data and offer insights that enable and drive the smart city. Is your city “bright” enough yet (pun intended)? The experts speak. Susanne Seitinger, Philips Lighting: “You can't think seriously about thinking without thinking about thinking about something” (Seymour Papert). David Graham, City of San Diego: “This is an adventure” (The Life Aquatic with Steve Zissou). Marlyn Zelkowitz, SAP: “A candle loses nothing by lighting another candle” (James Keller). Join us for You Light Up My Life: Smart Cities, Smart Lighting – Part 4.

El artículo Robótica educativa #12 Seymour Papert y el construccionismo. es propiedad de Juegos Robótica. Repaso de la vida y teorías en educación de Seymour Papert y la relación que la robótica educativa tiene con el construccionismo en el aprendizaje. El artículo Robótica educativa #12 Seymour Papert y el construccionismo. es propiedad de Juegos Robótica.

日本是对艺术最友好的国家，但日本没有大写的艺术。正因为日本没有大写的艺术，日本才得以成为对艺术最友好的国家。 《灭茶苦茶》网站：https://miechakucha.com 相关链接 贡布里希《艺术的故事》 知乎：如何理解贡布里希的「实际上没有艺术这种东西，只有艺术家而已」这句话？ 爵士乐团 Oregon 大西克礼：《幽玄·物哀·寂》 大西克礼 东京某美容学校的广告 鬼怒无月 NHK Blend 频道 鬼怒无月参与的 Michael Jackson「Beat It」翻奏 光 GENJI Chage & Aska 大泷詠一 阿久悠（作词家） 关于阿久悠的别册 松本隆（作词家） 《唱片收藏家》杂志专题「作词家松本隆的世界」 筱山纪信 荒木经惟 《大众周刊》 《妇人画报》的和服别册（二零一七年秋季号） 奈良国立博物馆第六十九回正仓院展 女子十二乐坊 《一天世界》 《Fast Company》杂志的 Alan Kay 访谈 蒙特梭利 Seymour Papert 《灭茶苦茶》啁啾会馆 《灭茶苦茶》刹那图鉴 《灭茶苦茶》新浪微博 登场人物 不鳥萬如一：《一天世界》作者，IPN 创始人

Building Better Training Exercises On today’s episode, Philip Morgan and Reuven Lerner discuss Building Better Training Exercises. Reuven Lerner provides insight on how he creates and makes training more effective through the use of exercises. How can you make your training more effective by giving good exercises and questions for people to learn from? Reuven thinks that it is ineffective to teach people simply through lectures. He says that people will not remember what was said long term because they will not internalize the material. Having people do things can combat this; in other words have them do exercises throughout training in order to help them retain information. How many and what types of exercises should they do? Exercises should be a good balance of easy and hard. They should be interesting and amusing, but also effective and stick with your audience. Reuven says that this is a hard balance to reach and takes time but is well worth the effort. In his experience, students learn and appreciate this more. Ways We Think About Learning A typical teacher talks the entire class. During this time, students may listen and get the information taught while in the classroom. But after class, they lose a good majority of the material. Reuven discusses Jean Piaget, a psychologist, who studied children to research how people learn. His theory is that people do not learn by hearing things. Instead, they construct their own knowledge through teaching themselves. His theory states that children are like scientists - they’re constantly doing experiments and trying new things. Reuven, like Piaget, is a constructivist - he believes people should create their own knowledge. Another person discussed is Seymour Papert who studied under Piaget. He was a mathematician who looked at how people learn efficiently. He agreed with Piaget; that people create their own knowledge. The best way is to create something that is of value to them. Talking to people isn’t going to teach them; having them do things they’re interested in will. Provoking them to think is the best way to accomplish this method.  Reueven’s goal in training is to maximize the doing and creating new things. His personal balance is that he does 30% exercises and 70% lecture/discussion. He is constantly experimenting with exercises to see what works. Can exercise be too granular? Exercise can never be too granular; can never be too simple. He has discovered during his time teaching that the simpler the exercises are, the more people feel they are being taught. How do you order exercises? Do you sequence or order them in some way? Typically structured so that exercises follow each new topic. For example, introduce Topic A, and then do Exercise A. Then within topics he gives multiple exercises that build on each other. How do you help people interpret what/if they did something wrong? Reuven simply says that he doesn’t. His solution walks them through the answer step by step, which should teach them the technique they are learning. He does what is called a “think aloud,” which helps students understand not just the content, but also the process it takes to get to the content. In his email courses, he follows up by asking how the students did and what answer they got. How could you define prerequisites so that people don’t lie or misinterpret what advanced means? There are problems with this in certain places. In order to combat this Reuven suggests using a pre-class survey. He sends this to participants of his classes in advance in order to gauge what topics need to be taught. This way he has something to show the training manager if they are to say that people complained the course was too basic. How do you come up with a new exercise? Hitting the sweet spot between easy and hard is hard. The first time you do an exercise it usually fails. So try to make topics relevant to their lives. The smaller and easily graspable the concept is, the better. There are three popular exercises that work. One is the “monkey see-monkey do” exercise. First, I’ll do it and then you’ll do it also. The second is to take something people know and then re-implement it. Third is to do longer projects that build on themselves. Philip agrees with Reuven – he usually starts with most basic problems and builds from there. He states that this is because people do it in the real world.  Can you think of any exercises that a trainer could try himself or herself where they might develop some skills? Reuven suggests people speak at conferences, local user groups, or do webinars. Each of those are great opportunities to try out material. Will help understand where people have questions. Philip agrees that people should start small. This means speaking at webinars and venues where you can be the person who’s teaching. Picks Phillip Stainless Steel USB Cables Reuven Music for Makers Trainerweekly.com Weekly Python Exercise Tech Training Group on Facebook

Building Better Training Exercises On today’s episode, Philip Morgan and Reuven Lerner discuss Building Better Training Exercises. Reuven Lerner provides insight on how he creates and makes training more effective through the use of exercises. How can you make your training more effective by giving good exercises and questions for people to learn from? Reuven thinks that it is ineffective to teach people simply through lectures. He says that people will not remember what was said long term because they will not internalize the material. Having people do things can combat this; in other words have them do exercises throughout training in order to help them retain information. How many and what types of exercises should they do? Exercises should be a good balance of easy and hard. They should be interesting and amusing, but also effective and stick with your audience. Reuven says that this is a hard balance to reach and takes time but is well worth the effort. In his experience, students learn and appreciate this more. Ways We Think About Learning A typical teacher talks the entire class. During this time, students may listen and get the information taught while in the classroom. But after class, they lose a good majority of the material. Reuven discusses Jean Piaget, a psychologist, who studied children to research how people learn. His theory is that people do not learn by hearing things. Instead, they construct their own knowledge through teaching themselves. His theory states that children are like scientists - they’re constantly doing experiments and trying new things. Reuven, like Piaget, is a constructivist - he believes people should create their own knowledge. Another person discussed is Seymour Papert who studied under Piaget. He was a mathematician who looked at how people learn efficiently. He agreed with Piaget; that people create their own knowledge. The best way is to create something that is of value to them. Talking to people isn’t going to teach them; having them do things they’re interested in will. Provoking them to think is the best way to accomplish this method.  Reueven’s goal in training is to maximize the doing and creating new things. His personal balance is that he does 30% exercises and 70% lecture/discussion. He is constantly experimenting with exercises to see what works. Can exercise be too granular? Exercise can never be too granular; can never be too simple. He has discovered during his time teaching that the simpler the exercises are, the more people feel they are being taught. How do you order exercises? Do you sequence or order them in some way? Typically structured so that exercises follow each new topic. For example, introduce Topic A, and then do Exercise A. Then within topics he gives multiple exercises that build on each other. How do you help people interpret what/if they did something wrong? Reuven simply says that he doesn’t. His solution walks them through the answer step by step, which should teach them the technique they are learning. He does what is called a “think aloud,” which helps students understand not just the content, but also the process it takes to get to the content. In his email courses, he follows up by asking how the students did and what answer they got. How could you define prerequisites so that people don’t lie or misinterpret what advanced means? There are problems with this in certain places. In order to combat this Reuven suggests using a pre-class survey. He sends this to participants of his classes in advance in order to gauge what topics need to be taught. This way he has something to show the training manager if they are to say that people complained the course was too basic. How do you come up with a new exercise? Hitting the sweet spot between easy and hard is hard. The first time you do an exercise it usually fails. So try to make topics relevant to their lives. The smaller and easily graspable the concept is, the better. There are three popular exercises that work. One is the “monkey see-monkey do” exercise. First, I’ll do it and then you’ll do it also. The second is to take something people know and then re-implement it. Third is to do longer projects that build on themselves. Philip agrees with Reuven – he usually starts with most basic problems and builds from there. He states that this is because people do it in the real world.  Can you think of any exercises that a trainer could try himself or herself where they might develop some skills? Reuven suggests people speak at conferences, local user groups, or do webinars. Each of those are great opportunities to try out material. Will help understand where people have questions. Philip agrees that people should start small. This means speaking at webinars and venues where you can be the person who’s teaching. Picks Phillip Stainless Steel USB Cables Reuven Music for Makers Trainerweekly.com Weekly Python Exercise Tech Training Group on Facebook

In this second installment of three, you’ll join Stager in a discussion with the FabLearn Fellow about the difference between instructionism and constructionism, the importance of instilling students’ pride in their work, and whether tis nobler to document or not to document. Gary Stager is one of the world’s leading experts on and advocates for computer programming, robotics and learning-by-doing in classrooms. He worked closely with Seymour Papert on a number of projects. He led professional development in the world’s first laptop schools and played a major role in the early days of online education. He is the founder of the Constructing Modern Knowledge summer institute for educators. He and our very own Sylvia Martinez are the authors of Invent to Learn.

In this last installment, we’ll discuss What it means to prepare students for the real world, how learning is not necessarily the result of having been taught and when it’s good to give instructions. Gary Stager is one of the world’s leading experts on and advocates for computer programming, robotics and learning-by-doing in classrooms. He worked closely with Seymour Papert on a number of projects. He led professional development in the world’s first laptop schools and played a major role in the early days of online education. He is the founder of the Constructing Modern Knowledge summer institute for educators. He and our very own Sylvia Martinez are the authors of Invent to Learn.

In this first of three installments, you’ll hear more about Gary Stager’s background in working and promoting maker education, reflections on how to create "nutritional" maker projects and the benefits and drawbacks of working with ready-to-make kits. Gary Stager is one of the world’s leading experts on and advocates for computer programming, robotics and learning-by-doing in classrooms. He worked closely with Seymour Papert on a number of projects. He led professional development in the world’s first laptop schools and played a major role in the early days of online education. He is the founder of the Constructing Modern Knowledge summer institute for educators. He and our very own Sylvia Martinez are the authors of Invent to Learn.

Antonio Battro, pionero en neurociencias en educación y colaborador de Piaget, habla sobre chicos, computadoras, Piaget, Seymour Papert y Nicholas Negropote.Doctor en Medicina, Universidad de Buenos Aires y Doctor de la Universidad de París (psicología)Fue miembro del Centro Internacional de Epistemología Genética (Ginebra, Jean Piaget), director asociado de la Escuela Práctica de Altos Estudios (Francia) y profesor visitante en la Escuela de Educación de Harvard. Fue Chief Education Officer, One Laptop Per Child OLPC.Obtuvo las becas Guggenheim, Fulbright y Eisenhower en los EEUU.Recibió el Premio Nacional de Ciencias (Psicología y Educación).Es miembro de la Academia Nacional de Educación www.acaedu.edu.ar y de la Pontificia Academia de Ciencias. www.pas.vaEs director de la Escuela Internacional de Mente, Cerebro y Educación del Centro Internacional Ettore Majorana de Cultura Científica en Erice, Italia. www.mbe-erice.org y consultor de la Fundación Ceibal, Uruguay www.fundacionceibal.edu.uyEs autor de numerosas publicaciones, entre las más recientes se cuentan:Neuroeducación: El cerebro en la escuela. En La pizarra de Babel: Puentes entre neurociencia, psicología y educación. (S. Lipina & M. Sigman, Eds, 2011). Zorzal, Buenos Aires.Homo docens and the teaching brain. In Human neuroplasticity andeducation (A. Battro, S. Dehaene, & W. Singer, Eds, 2011). Pontifical Academy of SciencesSustainable education. The Plan Ceibal of Uruguay. In Sustainablehumanity, sustainable nature: Our responsibility. (P. Dasgupta & V. Ramanathan, Eds, 2014). Pontifical Academy of Sciences &; Pontifical Academy of Social Sciences,A digital educational environment in poor populations. In Brain and brain: Education and poverty. (A.M. Battro & I. Potrykus, Eds, 2015). Pontifical Academy of Sciences.Science is friendship. In Mind, Brain and Education at Erice: Ten years.(A.M. Battro, K.W. Fischer & L. Majdalani, Eds, 2015) www.mbe-erice.orgIntroducción: la mente, el cerebro y la educación en la teoría y en la práctica. En Cerebro educado: Ensayos sobre la neuroeducación (A.M. Battro, K.W. Fischer y P. Léna, Eds, 2016). Gedisa, Barcelona.Preface. In Children and sustainable development: Ecological education in a globalized word (A.M. Battro, P. Léna, M. Sánchez Sorondo & J. von Braun. Eds, 2017). Springer and Pontifical Academy of Sciences.

Antonio Battro, pionero en neurociencias en educación y colaborador de Piaget, habla sobre chicos, computadoras, Piaget, Seymour Papert y Nicholas Negropote.Doctor en Medicina, Universidad de Buenos Aires y Doctor de la Universidad de París (psicología)Fue miembro del Centro Internacional de Epistemología Genética (Ginebra, Jean Piaget), director asociado de la Escuela Práctica de Altos Estudios (Francia) y profesor visitante en la Escuela de Educación de Harvard. Fue Chief Education Officer, One Laptop Per Child OLPC.Obtuvo las becas Guggenheim, Fulbright y Eisenhower en los EEUU.Recibió el Premio Nacional de Ciencias (Psicología y Educación).Es miembro de la Academia Nacional de Educación www.acaedu.edu.ar y de la Pontificia Academia de Ciencias. www.pas.vaEs director de la Escuela Internacional de Mente, Cerebro y Educación del Centro Internacional Ettore Majorana de Cultura Científica en Erice, Italia. www.mbe-erice.org y consultor de la Fundación Ceibal, Uruguay www.fundacionceibal.edu.uyEs autor de numerosas publicaciones, entre las más recientes se cuentan:Neuroeducación: El cerebro en la escuela. En La pizarra de Babel: Puentes entre neurociencia, psicología y educación. (S. Lipina & M. Sigman, Eds, 2011). Zorzal, Buenos Aires.Homo docens and the teaching brain. In Human neuroplasticity andeducation (A. Battro, S. Dehaene, & W. Singer, Eds, 2011). Pontifical Academy of SciencesSustainable education. The Plan Ceibal of Uruguay. In Sustainablehumanity, sustainable nature: Our responsibility. (P. Dasgupta & V. Ramanathan, Eds, 2014). Pontifical Academy of Sciences &; Pontifical Academy of Social Sciences,A digital educational environment in poor populations. In Brain and brain: Education and poverty. (A.M. Battro & I. Potrykus, Eds, 2015). Pontifical Academy of Sciences.Science is friendship. In Mind, Brain and Education at Erice: Ten years.(A.M. Battro, K.W. Fischer & L. Majdalani, Eds, 2015) www.mbe-erice.orgIntroducción: la mente, el cerebro y la educación en la teoría y en la práctica. En Cerebro educado: Ensayos sobre la neuroeducación (A.M. Battro, K.W. Fischer y P. Léna, Eds, 2016). Gedisa, Barcelona.Preface. In Children and sustainable development: Ecological education in a globalized word (A.M. Battro, P. Léna, M. Sánchez Sorondo & J. von Braun. Eds, 2017). Springer and Pontifical Academy of Sciences.

Antonio Battro, pionero en neurociencias en educación y colaborador de Piaget, refuerza la experiencia de Seymour Papert, quien en un ensayo, describe cómo el estudio y las investigaciones del desarrollo de los niños ha sido mal entendido y malinterpretado por la comunidad académica.

Antonio Battro, pionero en neurociencias en educación y colaborador de Piaget, refuerza la experiencia de Seymour Papert, quien en un ensayo, describe cómo el estudio y las investigaciones del desarrollo de los niños ha sido mal entendido y malinterpretado por la comunidad académica.

In Diversifying Barbie and Mortal Kombat, the third edited volume in the series that includes From Barbie to Mortal Kombat and Beyond Barbie and Mortal Kombat, the authors and contributors expand the discussions on gender, race, and sexuality in gaming. They include intersectional perspectives on the experiences of diverse players, non-players and designers and promote inclusive designs for broadening access and participation in gaming, design and development. Contributors from media studies, gender studies, game studies, educational design, learning sciences, computer science, and game development examine who plays, how they play, where and what they play, why they play (or choose not to play), and with whom they play. This volume further explores how the culture can diversify access, participation and design for more inclusive play and learning. Yasmin Kafai is Professor of Learning Sciences at the University of Pennsylvania. She is a researcher and developer of tools, communities, and materials to promote computational participation, crafting, and creativity across K-16. Her recent books include “Connected Gaming: What Making Video Games Can Teach Us About Learning and Literacy,” and “Connected Code: Why Children Need to Learn Programming,” and edited volumes such as “Textile Messages: Dispatches from the World of Electronic Textiles and Education” and “Diversifying Barbie and Mortal Kombat: Intersectional Perspectives and Inclusive Designs for Gaming.” She coauthored the 2010 National Educational Technology Plan for the US Department of Education. Kafai earned a doctorate in education from Harvard University while working with Seymour Papert at the MIT Media Lab. She is a Fellow of the American Educational Research Association and past President of the International Society for the Learning Sciences. Justice Walker and Emma Anderson are doctoral students at the University of Pennsylvania. Gabriela Richard is an Assistant Professor of Learning, Design and Technology at Pennsylvania State University. Her research focuses on understanding the intersections between culture, experience, media, and learning, particularly in the areas of online and emerging technologies, including gaming. Her work has focused on understanding the ways that gender, race/ethnicity, and sexuality are defined and experienced in game culture and online gaming in order to inform inclusive and equitable designs for learning with serious games, as well as play and participation with gaming and emerging technology more broadly. She has written extensively about games and learning, as well as youth learning, engagement, and computational thinking with electronic textiles, game design, and online communities. She was an NSF graduate research fellow, an AAUW dissertation fellow, and a Postdoctoral Fellow for Academic Diversity at the University of Pennsylvania.

EPISODE 0: THE COMPUTER AS MATERIAL EDITION Hosts: Andrew Carle, Daniel Schermele, Sam Phillips Andrew Carle, Daniel Schermele, and Sam Phillips discuss Seymour Papert's seminal essay COMPUTER AS MATERIAL in this podcast pilot. Resources from this episode: • Computer As Material / Seymour Papert http://www.papert.org/articles/ComputerAsMaterial.html • 2016 FabLearn Fellows http://fellows.fablearn.org/2016fellows/ • 2014 FabLearn Fellows http://fellows.fablearn.org/2014fellows/

Malke Rosenfeld is the creator of Math in your Feet, a program to teach students mathematical concepts through the medium of dance. (Really!) She does school workshops and teacher trainings, and now has a new book, Math on the Move, describing her approach and the theory behind it. We talk about interdisciplinary learning, embodied learning, liking vs. hating maths, and attitudes to "alternative" teaching methods. Malke herself, like many people, never really "got" maths while she was at school. After getting involved in the percussive dance scene, she one day woke up to the possibility that "surely there's math in this". From there, she went on to develop her unusual, and potentially controversial, but certainly fun, pedagogy. She draws on the ideas of Seymour Papert from his book Mindstorms: Children, Computers, and Powerful Ideas, and on modern neurological research showing the extent to which we think through our bodies, and have to understand things in many ways for them to really sink in. Enjoy the episode.

Bem-vindos a mais uma edição do Repórter Retro. Esta edição é dedicada a Seymour Papert, falecido em 31/07 último e que foi fazer REPITA 3 [ FRENTE 60 ESQUERDA 60 ] no céu Ficha técnica: Número do episódio: 18 Participantes: Ricardo, João, Cesar, Giovanni e Juan Duração aproximada: 80 minutos Músicas de fundo: Random Chiptune … Continue lendo Repórter Retro Nº 018 →

A MindShare Moment with the late Dr. Seymour Papert. by MindShareLearning

Between 1978 1983, three of my four children were born, and, along with changing diapers, tripping over strollers in the front hall, and reading stories, my wife Jutta and I found ourselves in the middle of all the issues that preoccupied parents of that time. We were, broadly speaking, hippies. Two of our three children were born at home, and none of them attended primary school. (One went to university without prior schooling; the other two decided, on their own initiative, to begin their formal education with high school.) Our preferences leaned towards re-establishing the neighborly, home-made and de-professionalized form of life that our teacher and later friend Ivan Illich called the vernacular. This had arguably been the dominant tendency in the social movements that came out of the 1960's, but, at the beginning of the 1980's, times were beginning to change again. Feminism, for example, faced a crucial question. Was it arguing only for the inclusion of women on equal terms in the existing economy, with the requirement that children be institutionalized from infancy onwards in order to keep their mothers "at work"? Or would the women's movement undermine and upset the very categories of modern economic society and begin a move towards a world less focused on jobs, production, and budgeted time and, therefore, more hospitable to children? Early daycare was a big issue, because it epitomized a larger conflict: the contradiction between the nature of children and the character of the society in which they were trying to grow up. In her book The Self-Respecting Child, British writer Alison Stallibrass speaks of the developing child as having an elusive "growing tip." Where it is, at a given moment, can be detected but not predicted. Child development, in other words, occurs at its own eccentric and individual pace. It has its own cadence, and this cadence is often out of sync with the fixed routines, prescribed schedules, and programmed learning goals which must inevitably characterize most institutional care for children. This series was an attempt to vindicate this view. It drew on many of the writers that had inspired Jutta and me, including notably, and pretty extensively, John Holt, whose reader-written journal Growing Without Schooling was one of our mainstays. Parts of it were controversial. The second programme, on early daycare, was one of the few shows I ever made that provoked serious and sustained criticism from listeners. After a talk I gave to the Women's University Club of Toronto around the same time, I was accused by one of my auditors of living in Little House on the Prairie, and that pretty well sums up the tenor of the critical letters I got in response to Part Two of The World of the Child. Like-minded listeners were more enthusiastic, and cassettes of the programmes circulated widely for many years.It has been thirty-three years since these shows were broadcast, but a lot of the questions they address remain current. There are also some fascinating people to be met with here, a number of them no longer alive. These participants were as follows:Part One: Neil Postman, Neil Sutherland, David Elkind, John Lee, Jerome Kagan, Lloyd de Mause, and John HoltPart Two: Elliot Barker, PenelopeLeach, Jerome Kagan, Burton While, Otto Weininger, Louise Kaplan, and Marion ThompsonPart Three: Seymour Papert, William Condon, John Holt, Eleanor Duckworth, Jerome Kagan, Richard Katz, Otto Weininger, Stanley Greenspan, and Burton WhitePart Four: John Holt, Joseph Chilton Pearce, Valery Suransky, Seymour Papert, Alan Mirabelli, and Bob Glossop

The Maker Movement is for everyone. Roger Wagner's awesome software HyperStudio has allowed my students and me to create amazing interactive projects from earliest days of teaching to creating interactive iBooks Author widgets today. In this podcast I interview Roger Wagner. Roger Wagner is a former Physics, Chemistry and Math teacher, patent-holding inventor, and was named by Technology & Learning Magazine as one of the top 5 "Most Important Educational Technology Gurus of the Past Two Decades", along with Seymour Papert, Bill Gates, Steve Wozniak and Steve Jobs. Roger is best-known for his creation of the program HyperStudio, and more recently, the HyperDuino. As an educator, software designer, and educational technology visionary with 30 years of experience, Roger Wagner has worked with numerous K-12 schools, as well as college and university teacher preparation programs, in their models for the creation of highly interactive student projects. Mentioned in this Podcast: HyperStudio: Software every teacher and student should use. One word review: Amazing! HyperStudio Author: Create powerful widgets for iBooks Author easily.  Hyperduino: Roger's new project for work with Arduinos Roger Wagner's website. Book: The Maker Movement by Mark Hatch Books: Jules Verne's Classics by Jules Verne Book: Who Owns the Future? by Jaren Lanier Book: Non Zero: The Logic of Human Destiny by Robert Wright Book: You Are Not a Gadget by Jaron Lanier Book: Along Came a Leader by Kelly Croy (Signed or multiple copy discounts) Book: Along Came a Leader by Kelly Croy (Amazon link: softcover & digital)        

An Pädagogischen Hochschulen werden Lehrerinnen und Lehrer für fast alle Schulformen ausgebildet, es gibt sie inzwischen in Deutschland nur noch in Baden-Württemberg. Beispielsweise seien die Pädagogische Hochschule Heidelberg und die Pädagogische Hochschule Karlsruhe genannt- hier in Karlsruhe gibt es zusätzlich auch eine Abteilung für Didaktik an der Fakultät für Mathematik am KIT. An den pädagogischen Hochschulen werden aber nicht nur Pädagogik und Didaktik unterrichtet, sondern auch die entsprechenden Fachrichtungen und jeweilige didaktische Konzepte in diesen Fachrichtungen. Christian Spannagel unterrichtet so als Professor für Mathematik und Informatik in den Fächern, und erzählt im Gespräch mit Sebastian Ritterbusch, wie er didaktische Konzepte für den Mathematikunterricht erforscht und aktiv erprobt. Die Frage nach Verbesserung des Mathematik-Unterrichts ist sehr aktuell: Die OECD-Studie zu Geschlechtsunterschieden in der Schule hat gerade in Mathematik Verbesserungspotential aufgezeigt, denn viele geben Mathe auf, weil sie nachweislich fälschlich glauben, sie könnten es nicht. Der zentrale Begriff ist hier die Selbstwirksamkeitserwartung, die insbesondere in Naturwissenschaften und Mathematik durch gesellschaftliche Einflüsse stark geprägt ist. Die Erforschung neuer Lehrmethoden kann aber nicht den Ersatz der bisherigen und erprobten Konzepte zum Ziel haben: So sind selbst vermeintlich alte Übungen zum Kopfrechnen und zur schriftlichen Division auch heute noch überaus wichtige Hilfen zur Vermittlung von Algorithmen, Stellenwertsystemen und auch zur Vorbereitung auf ein Studium. Das Ziel muss sein, den Fundus möglicher Vermittlungsformen zu bereichern, und für verschiedene Konzepte bessere Kombinationen der Verfahren zu finden. Ein nützliches neues Werkzeug ist die Tabellenkalkulation, mit der beispielsweise Würfelexperimente und Simulationen im Unterricht interaktiv erfahrbar gemacht werden können. Ebenso können Dynamische Geometriesysteme den Zugang zur Konstruktion und Analytischer Geometrie, wie beispielsweise den Satz des Thales, deutlich vereinfachen. Die Software GeoGebra ist ein solches System, das insbesondere auch unterschiedliche Darstellungen und Analyse der Konstruktionen ermöglicht. Leider ist es zu Zeit noch nicht möglich, dass in Klassen jederzeit an jedem Platz ein Rechner zum Einsatz interaktiver Experimente vorhanden ist. Aber auch an einem interaktiven Whiteboard können die Methoden durchgeführt werden. Die technische Ausstattung ist aber nur ein kleiner Schritt zur Einführung neuer Werkzeuge in den Unterricht, auch die Lehrerinnen und Lehrer müssen die Kompetenzen zum Einsatz der neuen Medien erlernen. Hier müssen die pädagogischen Hochschulen den Lehramtsstudierenden den Weg bereiten, damit das Lehrpersonal zu Beginn und auch in ihrer langen Lehrzeit für den Stand und die Entwicklung der Technik vorbereitet ist. Auch Wissensmanagement in der Form von Wikis haben in Schulen Einzug gehalten, so setzen Maria Eirich und Andrea Schellmann auf ein Schulwiki am Regiomontanus-Gymnasium Haßfurt und Lernpfade zum interaktiven Mathematik-Unterricht. Auch Schülerinnen und Schüler können hier selbst Quiz-Aufgaben erstellen. Michael Gieding und Andreas Schnirch haben für Geometrie-Vorlesungen an der PH Heidelberg ein Geometrie-Wiki auf dieser Technologie erstellt, das auch weiterhin für Lehrveranstaltungen für Lehramtsstudierende genutzt wird. Eine Einführung in die frühen interaktiven Elemente am CMS der Fakultät für Mathematik sind auf der Fragebogen-Seite mit einer Vielzahl von Beispielen zu finden. Gerade in Mathematik stellt die Einbindung digitaler Medien eine gewisse Hürde dar, da Formeln, Beweise, Algorithmen und Konstruktionszeichnung nicht leicht digitalisierbar sind- auch wenn das Textsatz-System LaTeX oder LyX im mathematischen Bereich mit perfektem Druckbild für fast alles verwendet werden kann, so muss man es erst erlernen- beispielsweise mit der l2kurz-Anleitung. Das Austauschen von abfotografierten Seiten ist da häufig deutlich effektiver. Dabei ein solcher Austausch zwischen den Lernenden sehr zu begrüßen, da es zum einen die gemeinsame Konstruktion von Lösungswegen begünstigt, aber auch die angehenden Lehrenden auf die Nutzung der Medien trainiert. Wichtig sind niederschwellige Zugänge und die Möglichkeit zu anonymen Beiträgen, da nur so das Lernen aus Fehlern ermöglicht wird. Im Flipped Classroom wird der Prozess der interaktiven Auseinandersetzung mit dem Lernstoff, der traditionell zu Hause erst bei den Hausaufgaben auftritt, in den Unterricht gebracht, und der herkömmliche Frontal-Unterricht aus dem Klassenzimmer verbannt. Dazu erhalten die Schülerinnen und Schüler oder die Studierenden zur Vorbereitung ein Video, in dem das grundsätzliche Verfahren erklärt wird. Die Unterrichtsstunde kann dann mit einer Fragerunde zum Videomaterial starten, gefolgt von einigen Aufgaben, die vom Plenum in Gruppenarbeit bearbeitet werden sollen. Hier werden Probleme und Fragen offensichtlich, die vom Lehrenden oder gemeinsam in einer Diskussion erörtert werden können. Anschließend könnte sich ein Hörsaal- oder Klassenzimmerspiel anschließen, das sowohl auflockert, als auch das Thema verfestigt. Dass besondere Ereignisse den Lernerfolg verbessern können, wurde auch beim Thema >Gestern hab ich noch Zeit genug< im Methodisch-Inkorrekt Podcast Folge 43 besprochen. Auch wenn es nicht immer außerordentliche Ereignisse geben kann, so ist eine sinnvolle Abwechslung der Lehrmethoden sicher zuträglich zur Verbesserung des Unterrichts. Neben der Frage zur zeitlichen Planung des Unterrichts sind auch Fragen innerhalb der Mathematik eine Untersuchung auf mögliche Vermittlungsmethoden interessant: Die Gaußsche Summenformel ist nicht nur wichtig zur Berechnung der Anzahl der Spiele in einer Fußball-Liga, sondern auch ein schönes Beispiel zur verschiedene mathematische Beweisverfahren. Die Formel kann durch vollständige Induktion bewiesen werden, ein anderer Ansatz ist die Verwendung von Dreieckszahlen zu einem ebenso korrekten ikonischen Beweis der Summenformel. Einen wichtigen Stellenwert hat auch die Haltung der Lehrperson: Anstatt zu demoralisieren, müssen die Lernenden in ihrem Lernprozess unterstützt und bei Bedarf geleitet werden. Dazu gehört auch die Anpassung der Komplexität an die unterschiedlichen Kenntnisse der Lernenden- eine fast unmögliche Aufgabe angesichts großer Unterschiede in den Vorkenntnissen. Eine Möglichkeit sind Angebote für optionale Übungsgruppen, oder Zusatzangebote für weitergehende Fragen. Ideal sind jedoch natürlich differenzierende Aufgaben, die von allen Lernenden je nach ihrem Kenntnisstand hinreichend und unterschiedlich umfangreich beantwortet werden können. Ein Beispiel ist hier die Aufgabe zu den Pythagoreischen Zahlentripeln, die sehr knapp, aber auch sehr weitreichend beantwortet werden kann. Eine andere interessante Frage steckt im Münzproblem, die man bis zur Frage der kleinsten Anzahl von Münzen zur Rückgabe aller Geldbeträge von 1-99 Cent beantworten kann (Optimal sind acht Münzen in vier möglichen Variationen: zB 1+1+2+5+10+10+20+50 oder 1+2+2+5+10+20+20+50). Die Frage der Evaluation von Unterrichtsmethoden wie dem Flipped Classroom ist leider nicht einfach zu beantworten: Es ist kaum möglich zwei Gruppen parallel und voneinander unbeeinflusst unterschiedlich zu unterrichten. Bei einer Evaluation zwischen verschiedenen Jahrgängen konnte ein besseres Abschneiden bei Prüfungen nicht sicher nachgewiesen werden, jedoch ist war das subjektive Empfinden der Studierenden gegenüber den neuen Methoden ausgesprochen positiv. Malte Persike hat entsprechende Ergebnisse erhalten, u.a. beim MOOC zur Wahrscheinlichkeitsrechnung, stellt aber auch zur Diskussion, dass bei mit herkömmlichen Methoden weniger erfolgreichen Dozenten die neue Methoden deutlich bessere Ergebnisse erzielen könnten. Bei der Umstellung auf Flipped Classroom-Konzepte ist die Videoerstellung oft nicht sehr aufwendig, da hier abgefilmte frühere Veranstaltungen in Frage kommen können. Dafür ist die Umstellung und die Planung des neuen Unterrichts oftmals deutlich aufwendiger, wenn man eine Stunde zum ersten Mal durchführt. Anders sieht es bei einem Massive Open Online Course, kurz MOOC, aus, für den Videos deutlich aufwendiger und in kürzerer Form produziert werden. MOOCs sind besonders durch Sebastian Thrun bekannt geworden, als er eine Vorlesung zur künstlichen Intelligenz online zur Verfügung stellte, an der etwa 160'000 Studierende teilnahmen. In der Regel werden Videos mit vorlesungsartigen Inhalten wöchentlich online gestellt, zu denen die Teilnehmer regelmäßig Aufgaben gestellt bekommen. Durch Verfügbarkeit im Internet können sehr viele an diesen Kurs teilnehmen, und durch die Verwendung offener Technologien und Zugänge ist die Teilnahme sehr niederschwellig und spricht viele Interessenten an. An der PH Heidelberg wurde der Mathe-MOOC Mathematisch Denken von Christian Spannnagel, Michael Gieding, Lutz Berger und Martin Lindner ins Leben gerufen, der das MOOC-Konzept nicht ganz klassisch umgesetzt hat. Viel mehr wurde ein Schwerpunkt auf Mathematikdidaktik gelegt: Statt einem festen Wechsel von Vorlesung und Übung wurden einführende experimentelle Einheiten eingesetzt, bei denen die Teilnehmenden schon im Vorfeld Ihre eigenen Erfahrungen mit dem Thema machen konnten. Die Bearbeitung der Aufgaben und der Vergleich der Lösungen erfolgte dann in öffentlichen Foren- eine abschließende Prüfung war in diesem MOOC nicht vorgesehen, sondern möglichst vielen einen Einstieg in die mathematische Denkweise ermöglichen. Die Teilnehmenden können sich selbst als Kiebitze, Anpacker und Formalisierer bezeichnen, auch von Aufgabe zu Aufgabe unterschiedlich- die Kiebitze sind hauptsächlich passive Zuschauer, wogegen die Anpacker die Lösungen aktiv, beispielsweise ikonisch, erarbeiten wollen. Die Formalisierer suchen schließlich die exakte mathematische Beschreibung und symbolische Lösung der Aufgaben. Diese Differenzierung ermöglicht eine Klarstellung der eigenen Teilnahmeabsicht und vereinfacht durch die Vorgabe verschiedener Ansätze den Zugang in den jeweiligen Nutzungsszenarien. MOOCs können und sollten herkömmliche Präsenzveranstaltungen nicht ersetzen, sondern die Nutzung wie beim Flipped Classroom-Konzept die Qualität der Präsenzveranstaltungen verbessern. Ausgesprochen sinnvolle Beispiele zum Einsatz von MOOCs sind Brückenkurse vor Studienbeginn, wo noch nicht alle Studierende am Studienort sind, oder in der Weiterbildung für Berufstätige. Der Mathe-MOOC Mathematisch Denken findet aktuell jedes Semester statt, und wer mitmachen möchte, kann jeweils Anfang April oder Anfang Oktober einsteigen. Die Kurse werden auch kontinuierlich weiter entwickelt. So werden nun mit Christian Freisleben-Teutscher Improvisationsmethoden eingebunden, um die gegenseitige Interaktion zwischen den Teilnehmenden zu fördern. Schon seit Beginn des Mathe-MOOCs sind auch szenische Darstellungen sehr erfolgreicher Teil der Darstellung, und dienen der Motivation und Auflockerung der manchmal trockenden Mathematik. So tritt Christian Spannagel oft als Dunkler Lord auf, der auf seine besondere Weise die Mathematik erklärt. Wie es schon Jean-Pol Martin formulierte, haben Professoren die Verantwortung neue Wege zu gehen, um für die Gesellschaft auch riskantere Wege einzuschlagen. Auch am KIT werden erfolgreich MOOCs angeboten, und der MOOC gegen Chronisches Aufschieben wurde vor kurzem mit dem Bildungsmedienpreis digita ausgezeichnet. Ein weiterer neuer Zugang ist die Gamification, bei der spielerische Elemente in spielfremde Bereiche eingeführt werden. Dies kann durch die Zuteilung von Punkten, Leveln oder Abzeichen bzw. Badges erfolgen, und dies kann auch in der Hochschullehre eingesetzt werden. Die Wahl eines Kontexts hat sich aber als kritisch herausgestellt: Wenn die Lernenden sich nicht mit dem Spiel identifizieren können, ist kaum ein Erfolg zu erwarten. Nando Stöcklin und Nico Steinbach entwickelten das erfolgreiche System QuesTanja, mit den Schülerinnen und Schüler mit Tablets selbstständig Mathematik erlernen können. Die Forschung richtet sich hier auf die Konzepte des Design-based Research, sie konzentriert sich also darauf die Methode zu entwickeln und iterativ und zyklisch zu verbessern. Auch zum Erlernen des Programmierens haben sich spielerische Konzepte bewährt, ein Beispiel dafür ist die Plattform Scratch und ScratchJr, oder auch Lightbot. Diese Lernprinzipien gehen auf Seymour Papert zurück, der schon mit der Programmiersprache Logo den Grundstein zu erziehungsorientierten Programmiersprachen gelegt hat. Die Logo-Programmiersprache gab es als Schildkrötengrafik auch schon im NDR-Klein-Computer. Eine interessante Frage im Umgang mit neuen Medien in Lehre und Wissenschaft ist die Zitierbarkeit der Angebote. Auf der einen Seite geben sich neue Nutzungsmöglichkeiten durch direkte Links an bestimmte Zeitpunkte, jedoch sind Zitate auf Videos, Audiodateien und Internetseiten noch nicht in der wissenschaftlichen Literatur etabliert. Neue Ansätze zur Vortragsaufzeichnung beim KonScience Podcast werden diskutiert. Ein wichtiger Ansatz ist auch die Vergabe von DOI-Nummern für digitale Medien, wie es auch im Open Science Radio Podcast angesprochen wurde. Letztendlich kann man bei der Erstellung von Videos für den Unterricht nicht zu viel Perfektionismus an den Tag legen, wie es auch schon Aaron Sams formulierte: "Do you need it perfect, or do you need it by Tuesday?" Literatur und Zusatzinformationen C. Spannagel: Digitale Medien in der Schule: in medio virtus, LOG IN, 180, 22-27, 2015. M. Fischer, C. Spannagel: Lernen mit Vorlesungsvideos in der umgedrehten Mathematikvorlesung, In J. Desel, J. M. Haake & C. Spannagel (Hrsg.), DeLFI 2012 – Die 10. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. (S. 225-236). Bonn: Köllen Druck+Verlag, 2012. C. Spannagel, J. Spannagel: Designing In-Class Activities in the Inverted Classroom Model, In J. Handke, N. Kiesler & L. Wiemeyer, L. (Hrsg.) (2013). The Inverted Classroom Model. The 2nd German ICM-Conference (S. 113-120). München: Oldenbourg Verlag, 2013. Flipped Classroom: Die umgedrehte Mathematikvorlesung Video: 10 Irrtümer zum Einsatz digitaler Medien in der Schule Podcast Lob und Tadel 019: Schulmathematik

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons. In the new book Connected Code: Why Children Need to Learn Programming (MIT, 2014), Yasmin B. Kafai, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and Quinn Burke, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit megaphone.fm/adchoices

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons. In the new book Connected Code: Why Children Need to Learn Programming (MIT, 2014), Yasmin B. Kafai, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and Quinn Burke, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit megaphone.fm/adchoices

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons. In the new book Connected Code: Why Children Need to Learn Programming (MIT, 2014), Yasmin B. Kafai, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and Quinn Burke, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assisting children in understanding how to think about different subjects. But the authors do not simply theorize coding as helping with computational thinking. Kafai and Burke assert that learning how to code is productive for computational participation. That is, programming helps learners not only with thinking, but also with communicating and making social connections. Computational participation, therefore, has ramifications that go beyond the schoolhouse. Learn more about your ad choices. Visit megaphone.fm/adchoices

Il contenuto video mostra un documento originale di Seymour Papert, per poi concludere l'introduzione del corso.

Il contenuto audio mostra un documento originale di Seymour Papert, per poi concludere l'introduzione del corso.

质量越高的教育成本越高。和好的内容一样，好的教育很难「scale」（低成本地复制与扩张）。 任何教育工具只是工具。人必须超越工具。 维基百科等互联网上已有的资源已是品质非常高的教学素材，对于有自我驱动力的人来说，通过互联网进行自学并不一定需要成体系的在线教育网站。 寓教于乐仍然是一条主线。计算设备的普及使得「游戏化」变得简单，但另一方面，真正的电子游戏在人的童年多少也承载了「教育」的功能。 如美国 Olin College 这类注重动手和实作的工程学校在某些方面已经获得了和 MIT 这种传统名校类似的名声。 相关链接 维基百科对 MOOC 的解释 Khan Academy Coursera edX Brainrush Atari 以及 Brainrush 创始人 Nolan Bushnell Atari 当年的经典游戏 Pong Dreambox Rocketship Olin College Enstitute Seymour Papert Seymour Papert 的名著《Mindstorms: Children, Computers and Powerful Ideas》 Nepris 人物简介 李如一：字节社创始人。 徐涛：《第一财经周刊》驻硅谷主笔，关注 TMT（技术、媒体、电信）以及商业与文化的交汇点。

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