Podcasts about Sugata Mitra

Sugata Mitra is a renowned educational researcher and innovator best known for his revolutionary "Hole in the Wall" experiment, which demonstrated the incredible capacity of children to teach themselves when provided with access to technology. A TED Prize winner and creator of the "School in the Cloud," Sugata's work challenges traditional educational systems and advocates for self-organized and emergent learning as the future of education.After a lighthearted opening about weather and cultural quirks, we transition to the ideas that underpin Sugata's groundbreaking research. The incredible story of the "Hole in the Wall" experiment, where children in a New Delhi slum mastered computer skills and explored the internet without formal teaching.The difference between self-directed, self-organized, and self-organizing systems in education—and why it matters.Reflections on unschooling and redefining education as self-directed learning, breaking away from rigid curricula.The role of technology, including the rise of generative AI, and how it impacts what it means to "know" in the 21st century.A philosophical discussion on truth, learning as an emergent phenomenon, and the importance of nonsense and unanswerable questions in human development.Reflections on communal learning and human connection.

Greshma Momaya and Angelica Celinska discuss gender equality in early childhood classrooms and settings. Greshma shares practice from her school in India, providing examples and tips on how to ensure we not only promote gender equality, but also notice when we unknowingly might place or communicate gender bias. They discuss a gender neutral curriculum, challenging your own deep rooted, subconscious gender biases and much more.  Episode break down: 00:00 - Greshma's 'why' 02:37 - Children's understanding of gender roles 08:34 - Gender stereotypical story characters  10:00 - An overfocus on physical appearance  12:10 - A gender neutral curriculum 14:54 - Educators checking in on their own gender bias 17:57 - Addressing behaviour inconsistently 21:25 - Are we living up to our values and beliefs? 22:40 - Professional challenge and creating safe spaces 24:21 - Representing diverse family structures 28:05 - Aligning the curriculum with children's direct experiences 31:00 - 'Give children global boots with local roots' - Sugata Mitra 32:50 - Working with resource companies and book publishers 34:50 - Challenging traditional language  36:50 - The current context in India 38:30 - Respecting families' choices and preferences 41:15 - Famous and historical figures being more gender equal 43:55 - Setting boundaries and systems to promote gender equality 45:40 - 3 steps in checking your own gender bias For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Prepare to be challenged and inspired as we dive headfirst into the world of education with none other than Professor Sugata Mitra. Known for his pioneering "hole in the wall" experiment, Mitra's insights into the power of peer teaching, the role of AI, and the necessity of forward-thinking education are set to revolutionize the way we think about learning. His experience with minimally invasive education, particularly in chaotic environments, introduces a fresh perspective on the value of technology in our classrooms. Professor Mitra also confronts the traditional paradigms of education and delves into COVID's impact on education. Tune in and join us for this enlightening discussion on the future of education!Learn more about Sugata Mitra Watch his TED talks

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Since 2014, Sanjay Fernandes and his colleagues at SOLE Colombia have been teaching citizens the principles of a Self-Organised Learning Environment. He is passionate about reimagining learning and tackling issues like inequality, inspired by decades of research by Sugata Mitra which has shown that SOLEs allow children (and people in general) to learn almost anything.  To date, more than 450,000 Colombians have participated in SOLEs and Sanjay shares some wonderful stories of how this methodology has reawakened people's curiosity and sense of being an active citizen. Whether in public libraries, schools or organisations, we talk about the value of asking big questions and searching for the answers together, and the role of the ‘Granny Cloud' – a network of encouraging non-experts. Resources: Learn more about SOLE Colombia Sugata Mitra's TED talk Start SOLE website

My friend Zoë (hi Zoë!) is taking a course on learning design. In it, she heard about Behaviourism, Cognitivism, and Constructivism, and while she said that she found it confusing, her main takeaway is that "you need a bit of each". I recorded this episode to help her have a clearer sense of what these three words really mean, and that "a bit of each" is emphatically not the right message. I thought that others might benefit from the same summary. This is a frequent topic in education courses, and I think it generally gets a pretty poor treatment. Hopefully this will clear things up for a lot of people. Enjoy the episode. *** RELATED EPISODES Note how the distribution of episodes reflects the importance of topics. Behaviourism is important to know about but it really isn't current as a way of thinking about learning, it's more of a historical relic with some lasting applicability to animal training. Constructivism is a mistaken and misleading theory that keeps negatively affecting educational practice and never seems to go away, so I keep having to talk about it. Cognitivism is a really effective approach which deserves to be known more widely - it took me a long time to find out about it, hence why the episodes about it tend to be more recent. Behaviourism: 3. Don't Shoot the Dog! The New Art of Teaching and Training by Karen Pryor Constructivism: 42. Do Schools Kill Creativity? by Ken Robinson; 65. Beyond the Hole in the Wall by Sugata Mitra; 87. Experiential Learning by Colin Beard and John Wilson; 88. The Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching; 90. Discovery learning: the idea that won't die; 124. The Cambridge Handbook of the Learning Sciences Cognitivism: 79. What learning is; 80. The Chimp Paradox by Prof Steve Peters; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Daniel Willingham; 95. The Reading Mind by Dan Willingham; 132a. Direct Instruction and Project Follow Through; 132b. Direct Instruction: the evidence; 135. Professional writing expertise; 136. Congitive architecture and ACT-R; 136+. Interview with Prof. Christian Lebiere on ACT-R and Cognitive Architecture REFERENCES I mention the following article as one where the authors (eminent figures in cognitive architecture, one of whom is a Nobel Prize winner) ask Constructivists to stop misrepresenting their work and saying things in direct contradiction to the evidence. Anderson, Reder, & Simon (1999). Applications and Misapplacations of Cognitive Psychology to Mathematics Education. SUPPORT You can support the podcast and join the community forum by visiting https://www.buymeacoffee.com/edubookcast.

In episode 82, Colin takes us on an early aughts adventure with education theorist Sugata Mitra. We learn about Sugata's Hole in the Wall project, while Sierra blasts "Every Breath You Take" by The Police. Tune in to hear about the trickle down effect of education, a wizard that smells like binary, and our new favorite game: "Father, Son, & Holy Spirit."Check Out Our Blog!

Al Kingsley has spent the last 30 years in the EdTech space and 20 of those as a school trustee and governor. He is co-chair of Workstream 4 at the Foundation for Educational Development, an organization developing a framework for long-term vision and sustainable planning in England. Al is Group CEO of NetSupport Ltd, an internationally acclaimed EdTech vendor. As a firm supporter of lifelong learning, he is also a regional Apprenticeship Ambassador and Chair of the Employment & Skills board for his region's combined authority. An active writer about all things EdTech, Al is a member of the Forbes Technology Council and sits on the advisory council for the Foundation for Education Development. He authored a book, My Secret #EdTech Diary, released in July 2021 that is a road map to a new way of thinking about technology in education. Many similarities - Local authority schools, state run, and private/independent school. Two checkpoints in year 2 and year 6 Internal (teacher-based) and external assessments (formal assessments marked and moderated externally). GCSE - age 16 in a range of subjects. Types of assessments Attainment - comparative score Progress - how much they grew. A Levels - final exam before college. What is the purpose and the outcome of these measures? external serves only 2 measures - certificate of completion or accountability for schools Are those results where they are in attainment, or are there other reasons. Whether our measure of a successful education is acquisition of knowledge or something more? Staff retention PISA is suggesting some changes in how to assess students. Sugata Mitra ted talk NAEP scores for last 15 years - 15–16 jurisdictions in US that were low consistently. Educational decisions are made in political cycles. We don't want quick change, we want long term embedded money. What are the indicators that might vary the funding for schools? Respect and trust our school leaders. Who knows our students best? Do we trust those people? The skills being acquired in the workplace are actually the things we're putting more weight on in the world. Key skills that could be applied anywhere. Education for Human Flourishing Aesthetic appreciation - How do you measure if people value their learning process at your school? Test less and Don't make the test 100% percent of the assessment. Breadth of offerings. Sponsors Pikmykid Improve your school dismissal and safety response with Pikmykid, the Schools Safety and Dismissal Platform. Help move your dismissal from chaos to calm, get kids to their families faster and safer.  Visit pikmykid.com/be to learn more Transformative Principal Mastermind Lead a school everyone can be proud of. Being a principal is tough work. You're pulled in all kinds of directions. You never have the time to do the work that really matters. Join me as I help school leaders find the time to do the work they became principals to do. I help you stop putting out fires and start leading. Learn more at https://transformativeprincipal.com

In this special episode we bring you the keynote delivered by Sugata Mitra at the 2022 Edufuturists Awards. Sugata Mitra is a world leading educational innovator. Professor Emeritus, NIIT University, Neemrana, Rajasthan, India (Retd. 2019) Professor of Educational Technology, Newcastle University, Newcastle upon Tyne, UK (Former 2012) Visiting Professor, MIT Media Lab, MIT, Cambridge, MA, USA Winner of the Dewang Mehta Prize for Innovation in IT, 2003 Winner of the first ever USD 1 million TED Prize, 2013 #Education #TED #Exams This episode is brought to you by Wacom - A New Mix of Teaching, Learning & Tech With the world constantly changing, educators are rethinking and redesigning how teachers teach and students engage to learn and thrive. The right mix of technology, tools and teachers leads to more creativity, deeper comprehension, meaningful feedback and empowered students who innovate and excel. Equip your classroom with technology developed to make teaching and learning easier. Wacom products work with the top learning apps, and across operating systems, including Chromebook. To find out more at https://www.wacom.com/en-gb/education --- Send in a voice message: https://anchor.fm/edufuturistspodcast/message

How much problem-based learning should we be doing with our students?This week we discuss ideas about problem-based and inquiry learning and look into the question: where do these ideas actually come from?We also chat about Sir Ken Robinson, Sugata Mitra and hear from teachers about their experiences using problem-based learning in the classroom.The Pedagogue-cast is a space to dive into all things weird and wonderful about classroom pedagogy. Please rate and subscribe so you're the first to know when our next episode drops.You can hear more of Staś over at his podcast, Education Bookcast or learn more here.The Pedagogue-cast is proudly powered by Maths PathwayShow notes:"Do Schools Kill Creativity?" - Sir Ken Robinson Ted Talk with 21 million views"A school in the cloud" - Kate Torgovnick May, Ted Blog“Hope in the Wall” - Payal Arora“Why minimal guidance during instruction does not work” - Paul A. Kirschner , John Sweller & Richard E. Clark“Rebranding of Discovery Learning” - Richard E. Mayer“The neuroscience of musical improvisation” - Roger E. Beaty

On this episode we are joined by the 2022 winner of the Edufuturists Outstanding Achievement Award sponsored by C-Learning. Sugata Mitra is a world leading educational innovator. Professor Emeritus, NIIT University, Neemrana, Rajasthan, India (Retd. 2019) Professor of Educational Technology, Newcastle University, Newcastle upon Tyne, UK (Former 2012) Visiting Professor, MIT Media Lab, MIT, Cambridge, MA, USA Winner of the Dewang Mehta Prize for Innovation in IT, 2003 Winner of the first ever USD 1 million TED Prize, 2013 #Education #TED #Exams --- Send in a voice message: https://anchor.fm/edufuturistspodcast/message

There are umpteen books about how to give a great TED talk but in this episode we put the spotlight on one specific talk, a wonderful presentation from 2013 by Professor Sugata Mitra entitled: Build a School in the Cloud. It's a favourite of our host Andrew Thorp and this is his take on what enabled the professor to wow his audience that day. We also feature a guest podcast - Storytelling with Puck by Stefano Capacchione.Andrew Thorp is a professional speaker, trainer and consultant in the field of verbal communication and storytelling in the business world.Track: Travel With Us — Vendredi [Audio Library Release] Music provided by Audio Library Plus Watch: https://youtu.be/o-rpKzt4KSY​ Free Download / Stream: https://alplus.io/travel-usPodcast artwork by Peter ThorpMicrophone image: Photo by Claus Grünstäudl on UnsplashBanner image in main feed: Photo by Claudio Schwarz | @purzlbaum on Unsplash

MindshareTV podcast What to Expect at the 12th Canadian International EdTech Leadership Summit October 27-28 featuring global education thought leaders Dr. Sugata Mitra & Stephen Cox

We hear a lot about ‘returning to normal' these days, especially in response to Covid. To me, the term ‘normal' has become a marginally meaningless cliché, so I was intensely intrigued when I came across a blog post by Sugata Mitra in which he comments on a legitimate concept of ‘normal' for these times… especially in direct relationship to the education of our children and students. If you've been listening to this, the BIG PICTURE SOCIAL EMOTIONAL LEARNING podcast for awhile, you appreciate that the name for this podcast is no casual accident… because this podcast is all about providing a ‘big picture/wide angle lens on social emotional learning, and my approach to nurturing kids' social and emotional development is very much in line with Sugata's highly regarded work in proving that it's better to NOT teach learners what they can learn by themselves… based on asking them the right kinds of questions… and asking those questions with an attitude and teacher/student relationship that fires up kids' natural curiosity, intelligence, creativity, and collaborative problem-solving skills. I first became aware of Prof. Sugata Mitra when, many years ago, I watched a TED talk he gave which resulted in him receiving a TED Prize of 1 million dollars for his paradigm-shifting approach to education which works with the natural ability of learners to come together (either in person or virtually) and learn via communication and collaboration. Sugata retired as Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University in 2019. It was an incredible honor to share conversation with him. When paradigms shift, there are layers of adjustment required of us to relate in new ways to our world, to the ways in which we've always done things, to our relationships with others and with ourselves. The thing about paradigm shifts, that we need to understand, is that no matter how much we resist them, no matter how long we resist them, they're not really optional… Throughout history waves of paradigm shifts have proven themselves to be manifestations of cumulative currents and rising tides powered by Life itself. Change is hard for some people, but resistance to what is inevitable, from what I've observed, makes for an even rougher ride. I'd love to hear your thoughts, and so would Prof. Mitra, so please shoot us an email, or make a comment on the Big Picture Social Emotional Learning Podcast Facebook page. Thank you for being here, and thank you for all that you do for our kids and for the world they're growing into. --- Send in a voice message: https://anchor.fm/nini-white/message

Conrad Hughes (MA, PhD, EdD) is Campus and Secondary Principal at the International School of Geneva, La Grande Boissière, the oldest international school in the world. He has been School Principal, Director of Education, International Baccalaureate Diploma Programme Coordinator and teacher in schools in Switzerland, France, India and the Netherlands. Conrad, who is also a member of the advisory board for the University of the People, senior fellow of UNESCO's International Bureau of Education and research assistant at the University of Geneva's department of psychology and education, teaches philosophy. His PhD (2008) is in English literature: The Treatment of the Body in the Fiction of JM Coetzee. His EdD thesis (2018), written at Durham University, is on the relationship between prejudice and education with specific focus on how education can reduce prejudice. He is the author of numerous articles in peer-reviewed journals and as Director of Education at the International School of Geneva he led the publication of Guiding Principles for Learning in the 21st Century with UNESCO. He has been chief editor for special editions of Springer's Prospects Journal with entries by leading academics such as Sugata Mitra, Steve Higgins, Doug & Lynn Newton, Scilla Elworthy, Paul Black, AC Grayling and Juan Carlos Tedesco. Conrad's most recent books are Elitism and Education: Challenges and Opportunities (2021, Routledge), Educating for the 21st Century: Seven Global Challenges (2018, Brill) and Understanding Prejudice and Education: The Challenge for Future Generations (2017, Routledge). Social Links LinkedIn: @conrad-hughes Twitter: @conradhughes0

Google FLoCs revisited (Google advantage), upgrade tool for RAM (crucial.com), autolocking Windows 10 (Dynamic Lock), Windows 7 (no longer supported, beware), Profiles in IT (Hatim Zaghloul, WiFi pioneer), Sugata Mitra (educational pioneer), first municipal WiFi system (Jerusalem), FCC Speed Test App (to get accurate reporting), and Gmail confidential mode (a more secure option). This show originally aired on Saturday, April 17, 2021, at 9:00 AM EST on WFED (1500 AM).

Google FLoCs revisited (Google advantage), upgrade tool for RAM (crucial.com), autolocking Windows 10 (Dynamic Lock), Windows 7 (no longer supported, beware), Profiles in IT (Hatim Zaghloul, WiFi pioneer), Sugata Mitra (educational pioneer), first municipal WiFi system (Jerusalem), FCC Speed Test App (to get accurate reporting), and Gmail confidential mode (a more secure option). This show originally aired on Saturday, April 17, 2021, at 9:00 AM EST on WFED (1500 AM).

Jerry Rothwell Jerry Rothwell is a filmmaker whose work includes the award-winning feature documentaries: The Reason I Jump, based on the bestselling book by Naoki Higashida; How To Change The World, about the founders of Greenpeace; Sour Grapes (co-directed with Reuben Atlas) a film about a wine counterfeiter Town of Runners, about two girls in an Ethiopian village who aspire to be athletes; Donor Unknown, about a sperm donor and his many offspring; School In The Cloud, about radical educationalist, Sugata Mitra; Heavy Load, about a group of people with learning disabilities who form a punk band, and Deep Water (co-directed with Louise Osmond), about Donald Crowhurst’s ill-fated voyage in the 1968 round the world yacht race. His work has won numerous accolades including two Grierson Awards, a Sundance Special Jury Prize, an RTS Award, the IDA Pare Lorentz Award and a BAFTA nomination. Jerry and I talk about the creative process and there is much in here to inspire us to create. Jerry’s work is wonderful and original and takes the viewer into areas that are not what we expect and we talk about this To see Jerrys work and find out more go to https://jerryrothwell.com/films/ https://jerryrothwell.com/category/blog/ https://jerryrothwell.com/about/ To support the podcast and get access to features about guitar playing and song writing visit https://www.patreon.com/vichyland and also news for all the creative music that we do at Bluescamp UK and France visit www.bluescampuk.co.uk   For details of the Ikaro music charity visit www.ikaromusic.com   Big thanks to Josh Ferrara for the music

The concept of a classroom is changing. With 65% of American households turning to online learning during the COVID-19 pandemic, many are getting their first taste of virtual learning. For others, this is nothing new. Kevin spends time with famed educator and futurist Sugata Mitra of TED Talk notoriety, and educator and author Rachael Mann. They discuss what it means to engage with students and the roles equity and access play when we debate what is best for the next generation of students. Sugata's name is synonymous with TED Talks, including his idea of ‘Self Organized Learning Environments' where students take charge of their learning from anywhere with an internet connection. Rachael is a well-known educator and author exploring the edges of education and college-and-career readiness. This is, What I Want to Know...

Prof. Sugata Mitra is Professor Emeritus at NIIT University, India. He retired in 2019 as Professor of Educational Technology and Principal Research Investigator in the School of Education, Communication and Language Sciences at Newcastle University, UK. In 2012, he was Visiting Professor for the MIT Medialab in Massachusetts, US. In 1999, Sugata began the now world-renowned ‘Hole in the Wall (HIW)' experiment, when a computer was embedded within a wall in an Indian slum at Kalkaji, Delhi and children were allowed to freely use it. The experiment aimed at proving that kids could be taught computers very easily without any formal training. Sugata termed this as Minimally Invasive Education (MIE). The experiment has since been repeated in many places around the world. Sugata is the recipient of many awards from India, the UK, USA and many other countries in the world and has conducted research that has pushed the boundaries of many disciplines including electrical engineering, medicine and computer science. He has a PhD in Physics and is credited with more than 25 inventions in the area of cognitive science and educational technology. He was conferred the prestigious Dewang Mehta Award from the Government of India for Innovation in Information Technology in 2003. Amongst many other awards, he was also awarded the 1 million dollar TED Prize in 2013. In 2006, Sugata invented Self-Organized Learning Environments (SOLEs), now in use throughout the world. In 2009, he created the Granny Cloud, of teachers who interact with children over the Internet. Since the 1970s, Professor Mitra's publications and work has resulted in training and development of perhaps a million young Indians, amongst them some of the poorest children in the world. Sugata published hundreds of ground-breaking academic papers, and in 2019 pulled many of his ideas together into his book, The School in the Cloud: The Emerging Future of Education. Social Links Twitter: @sugatam Web: www.cevesm.com

What Video Games Have to Teach Us About Learning and Literacy is a book that I read early in my education research quest. At the time, I thought that it had interesting points to make, but I was unclear on quite how to react to it. After several more years of reading and research, it's clear to me that this book is deeply flawed. First of all, the author redefines "literacy" in a very strange way. He takes any form of semiotic system to count as a "type" of literacy. So, for example, if you know how to use a smartphone, then you are "literate" in the layout, symbols, and conventions of smartphone user interface. This is obviously not the kind of literacy that most people are interested on or concerned about, and it is less valuable than "conventional" literacy, partly because of barrier to entry (learning to read is relatively hard, learning to use a phone is relatively easy) and partly because of utility. Secondly, he coins a lot of new terminology for no apparent reason. During the recording I've had to translate some of his terms into more ordinary language, including the usual technical terms rather than his special ones. His terminology only serves to obscure his message and make it seem as if there is more content here than there really is. Finally, and most importantly, his central point is misguided. He essentially says that learning a subject is mostly about socially getting on in that world - knowing how to get on with other artists, mathematicians, surgeons, or whatever other skill "community", depending on the domain. However, this completely overlooks the glaring difference in difficulty between getting to know social conventions and attitudes of a subculture and learning the requisite knowledge and skills in order to be useful and productive in that domain, let alone to actually understand what is being said by other practitioners. The former takes a matter of weeks or months of acculturation, and the latter years or even decades of dedication. If we focus on the social context of knowledge rather than the knowledge itself, to coin a phrase, it would be like making beautiful light fittings for a house that you haven't built - pointless in the absence of the larger task that is left undone. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression Cognitive science (literacy-related): 41. What Reading Does for the Mind by Keith Stanovich and Annie Cunningham; 91. Vocabulary Development by Steven Stahl; 93. Closing the Vocabulary Gap by Alex Quigley; 95. The Reading Mind by Dan Willingham Expertise: 20. Genius Explained by Michael Howe; 22. The Talent Code by Daniel Coyle; 24. Outliers by Malcolm Gladwell; 49. The Art of Learning by Josh Waitzkin; 97. The Polymath by Waqas Ahmed; 98. Range by David Epstein Games and play (including computer games): 34. Reality is Broken by Jane McGonigal; 35. Minds on Fire by Mark Carnes; 36. Fun, Play, and Games; 37. A Theory of Fun for Game Design by Raph Koster Other fads / critical reviews: 42. Do Schools Kill Creativity by Sir Ken Robinson; 53. Brain-based Learning by Eric Jensen; 59, 60 on Brain Training; 62. Brainstorming makes you less creative; 65. Beyond the Hole in the Wall (on Sugata Mitra); 71. Visible Learning by John Hattie; 81. on Learning Styles; 87. Experiential Learning; 88. The Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Nicole and Matthew talk about cloud-based schooling, self-organized learning environments, and school reimagined in fantasy fiction.  This episode is sponsored by TBR, Book Riot’s subscription service offering reading recommendations personalized to your reading life, The Wizerd And the Potion of Dreams! from Oni Lion Forge Publishing Group, and Croaked! from Yellow Jacket, an imprint of Little Bee Books. To get even more kidlit news and recommendations, sign up for our The Kids Are All Right newsletter! Relevant Links: Survivor Tree by Marcie Colleen; illustrated by Aaron Becker (PW announcement) Build a school in the Cloud (2013 TED talk by Sugata Mitra, educational researcher) Feature documentary about Sugata Mitra’s ‘School In The Cloud’ (trailer) The School in the Cloud: The Emerging Future of Learning by Sugata Mitra (book) A School in the Cloud and the Future of Learning (WIRED, 2013) BOOKS DISCUSSED ON THE SHOW: Picture Books Interstellar Cinderella by Deborah Underwood; illustrated by Meg Hunt Reading Beauty by Deborah Underwood; illustrated by Meg Hunt Field Trip to the Moon by John Hare Middle Grade Kiranmala and the Kingdom Beyond series by Sayantani Dasgupta Astronaut Academy: Zero Gravity by Dave Roman Dragons in a Bag by Zetta Elliott Jedi Academy by Jeffrey Brown Ikengaby Nnedi Okorafor The Time Museum by Matthew Loux Aru Shah and the End of Time by Roshani Chokshi The Cardboard Kingdom by Chad Sell Closing Note: Let us know what books or topics you’ve been sharing this week, or if you have a suggestion or book recommendation for an upcoming episode. Find us on email (kidlitthesedays@bookriot.com) or Twitter (@MatthewWinner and @ittybittyny). See omnystudio.com/policies/listener for privacy information.

Discovery learning is an approach that I was trying out at around the time I was in the 20's of episode numbers of this podcast. I tried out the idea of Maths Circles, running a few of my own and attending a course about them in Notre Dame University in the United States. I also tried running a Self-Organised Learning Environment or SOLE, modelled on the work of Sugata Mitra, famous for his "hole-in-the-wall" experiments in India. Since then, I have discovered the reasons why these sorts of approaches don't work, and I've been discussing this recently on the podcast. I also discussed the Sugata Mitra's apparent dishonesty in the episode on Hope in the Wall. In this episode, we look at the history of the idea of discovery learning. First suggested in the 1960's by Jerome Bruner, it has since gone through several rounds of re-branding and repeated research. The article in question is called Should There Be a Three Strikes Rule Against Discovery Learning? The Case for Guided Methods of Instruction by Richard Mayer. Specifically, it shows that pure discovery learning methods (where students are mostly left to their own devices) have abundant evidence that they are not as good as guided discovery methods (where the teacher provides feedback and hints during problem solving), though it seems that there is also some evidence that guided discovery methods are better than expository approaches (i.e. explaining everything in detail beforehand). The defining features of the human mind that seem to be the cause of this are two: the limitations of working memory capacity on the one hand; and the human desire to avoid thinking where possible on the other. Discovery learning appears to overload working memory, whereas expository approaches might result in the students not actually thinking. In a way, it is two sides of the admonition "they need to engage with the material." Discovery learning focuses on engagement at the expense of the material, and expository methods focus on the material often at the expense of engagement, but it appears that guided discovery can avoid both of these traps with greater reliability, at least in some cases. Enjoy the episode.

NetSupport Radio had the honour of hearing from Professor Sugata Mitra about his self-organised learning environments, the work he’s been doing with the Granny Cloud and what the future holds for how children will learn in years to come.

This week we dive into agency and self-driven learning. We explore different experiences we have had of strengthening agency both in childhood and later in adulthood. We also discuss the role our past, current and future education systems might play in strengthening or hindering this intrinsic human drive. References: -  Unended Quest: An intellectual Autobiography by Karl Popperhttps://www.amazon.com/Unended-Quest-Intellectual-Autobiography-Routledge/dp/0415285909- Sugata Mitra's TED prize for creating the "School in the Cloud" watch the talk here:  https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud/up-nextDig deeper here: https://www.theschoolinthecloud.org/- Open-ended toy maker Cas Holman: https://casholman.com/- A great book about the self-directed learning communities revolutionizing their own educations: https://www.amazon.com/DIY-Edupunks-Edupreneurs-Transformation-Education/dp/1603582347

Sugata Mitra | Steve Hargadon | Aug 24 2012 by Steve Hargadon

In this episode of The Wired Educator Podcast, I interview Apple Distinguished Educator and ELA innovator, Anthony Stirpe. Anthony has been recognized for transforming English classes by inspiring student creation of innovative and authentic content. I am excited to share Anthony's story, passion and his amazing work with students.   During his career, Anthony Stirpe has been acknowledged as an innovator and pioneer in the area of English Language Arts.   With more than 15 years of experience as a public-school teacher, he has been recognized by local, state, national and international organizations for his ongoing endeavors to revolutionize the traditional ELA experience.  While at New Rochelle High School he spearheaded an initiative that uses mobile devices to challenge the way that students learn.  The program Stirpe helped to create has challenged the traditional English Language Learner classroom experience, and transformed the way students create original written content, analyze literature, and explore the power of the personal narrative.  Stirpe received the 2016 Content and Curriculum Award from the International Society for Education in Technology (ISTE), the 2017 New York State English Program of Excellence by the New York State English Council, and in 2017 he was named an Apple Distinguished Educator.  His work  has been featured in The Wall Street Journal, The Huffington Post, New York WPIX News, CPU Magazine and US News and World Report.   Anthony loves PBL, project management, and busting the 1:1 myth by doing amazing things with just a handful of devices in a single classroom.   Mentioned in this interview:   Sugata Mitra's September 18th presentation at Kalahari in Sandusky, Ohio: Learn More & Register here: https://www.smore.com/wzv26 Here is Sugata's TEDx Talk: https://youtu.be/y3jYVe1RGaU   Anthony's favorite book: The First Day of School by Harry K. Wong   Now booking: "What Everyone Needs to Know About Bullying!" a very special presentation for YOUR school, by Kelly Croy.    ———————————————————————– 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 135 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     

What do you get when an MIT physics graduate volunteers at the public library computer lab to tinker with a few kids building cool games, websites, and apps? He suddenly decides - with no background in education - to start a school, and a neighborhood micro-school called “Prenda School” is born. Eight months later, Prenda Schools are spreading like wildfire across the US - with 80 launched so far. Join us to learn about the explosion of an education vision based on the outrageous idea that school could be engaging and empowering to young people. Kelly Smith shares the humble beginnings of just wanting to help kids find their own love of learning and what it took for him to launch a micro-school movement. The story of Prenda Schools expansion contains seeds of insight for anyone seeking to expand their school. While Prenda School students take on the daily math and English tasks, they have also “debated the merits of school box top fundraisers, discussed the relative intelligence of raccoons versus cats and dogs, estimated the number of balloons that would fit in (Kelly’s) minivan (including all the students), explored present-day Yucatan peninsula, and approximated the amount of fresh water on the planet.” Does this sound like any day EVER in your own memories of education?Have a listen... Quotes:06:15 “I think it’s true right now, in 2019, that anyone could learn anything if they have an internet connection.”27:06 “Empowering a learner is going to help all those (education or career) paths.”27:55 “We are using academics to empower a learner who will then be able to do what they need to do in their lives.”Here are some resources mentioned in our discussion:Prenda Schools - https://prendaschool.com/BASIS.ed - https://www.basised.com/4.0 Schools - https://4pt0.org/Y Combinator - https://www.ycombinator.com/Design 39 - http://design39campus.com/Sugata Mitra - https://en.wikipedia.org/wiki/Sugata_Mitrahttps://www.theschoolinthecloud.org/people/sugata-mitra/Design Thinking with Joe Erpelding -https://blog.enrollhand.com/design-thinking-creating-the-future-with-joe-erpelding/John Danner - https://medium.com/@johnwdannerWhere to learn more about the guest:Kelly on Linkedin - https://www.linkedin.com/in/kellysmith35Kelly’s blog - https://prendacodeclub.com/blogKelly at Medium - https://medium.com/@prendalearn/im-not-a-teacher-but-i-opened-a-school-278ddef1ca70Kelly on YouTube - https://www.youtube.com/watch?v=9WA7srw9GToCode Club - http://azcodeclub.orgPrenda Schools - https://prendaschool.com/Where to learn more about Enrollhand:Website: www.enrollhand.comOur webinar: https://webinar-replay.enrollhand.comOur free Facebook group: https://www.facebook.com/groups/schoolgrowth/

Jeffrey McClellan is the founder and CEO of StartSole.org, a community, a resource and a tool for implementing Self Organized Learning Environments. SOLE is an amazing lesson any teacher, in any grade or subject can employ to level-up their classroom. SOLE combines an essential question, with research and a presentation in a single class period that enhances learning through better technology use, collaboration, presentation skills and so much more. Jeff is brilliant, and I am incredibly proud to share his story and work with you. This episode of The Wired Educator Podcast will impact the life of and classroom of everyone who listens and applies this amazing free resource. Buckle-up, you are going to love this interview with Jeff McClellan. Jeff became the founding director of SOLE CLE in January 2015, after founding and heading MC2STEM High School in the Cleveland Metropolitan School District. McClellan is supporting the implementation of Self Organized Learning Environments in schools and educational entities within the Cleveland Region and beyond. The concept of SOLE was first introduced by Sugata Mitra, the winner of the first $1 million TED Prize. Prior to MC2 STEM, McClellan worked for the Lima City Schools in Ohio.  STARTSOLE helps transform education through SOLE (Self-Organized Learning Environments).SOLE focuses on the process of learning itself instead of simply focusing on the results. Ithelps prepare students for success in today's era of technology and information. SOLEprovides an early intervention in education that can level the academic playing field andincrease equity among all students. With SOLE, kids will be able to develop the skills needed for a modern digital society, and they will have the opportunity to work in environments that favor inclusion and educational innovation. Mentioned in this Podcast: Planbook.com: The best way to create, organize, collaborate on, and share your lessons. Wired Educator grades Planbook.com an A+. Tell them Kelly sent you.  StartSole.org: This is Jeff's amazing site that has everything you need to begin SOLE in your classroom. It's all awesome, and it is all free; I hope you will check it out.  Jeff's recommended reading: A Time to Learn by George Wood Your Opening Day Speaker for 2019: I would like to be your school district's opening day speaker. I hope you will take a minute to check out my speaking page and send me an email. My presentation is unlike anything you have ever seen. I have combined all of my passions: art, computer animation, music, writing, speaking around how to be an innovative educator that makes a lasting impact in the lives of students. I want to honor recognize the amazing work of your staff and give them a new perspective and direction for the year, along with some amazing tools to make their year more fun and their classrooms even more impactful.  ———————————————————————– 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 

Alan Wager, King's College London, on Brexit. Lightning expert John Jensenius on lightning safety. Chris Waters, Constructed Adventures, on scavenger hunts. Jason Levinthal, Line Skis, on innovative ski companies and ski design. Shane Campbell-Staton, UCLA, on the biology of superheroes. Sugata Mitra, Newcastle University, on the future of teachers and computers in education.

A doctor in physics and professor of educational technology at the University of Newcastle (United Kingdom), Sugata Mitra became world famous when TED, the organization that promotes technology, education and design, chose his talk as the most inspiring and with the greatest potential for change in 2013. He is also known for his “Hole in the Wall” experiment, which inspired the novel that later became the movie ‘Slumdog Millionaire.' Today, his educational proposal, SOLE (Self-Organized Learning Environments), has experiences in schools of over 50 countries.

In this episode they discuss Dr Sugata Mitra's recent visit to their school, the man best known for his "Hole in the Wall" experiment, and widely cited in works on literacy and education. They also discuss unhealthy headphones, not sleeping for eight days and six year old slang, remaining as always fully focused on international teaching, expat teachers and all things education related! For those living, working or travelling in China or interested in learning about Chinese culture, expat life and foreigners perceptions. Live, work, travel, do business and have fun in China. May the smile be with you!

This episode is the second in the two-part series from Getting Smart's time spent at SXSW EDU. Getting Smart was a media partner at the conference and while there got to meet and interview thought leaders, change makers, and even a few students. If you haven't listened to part one yet, you can find it on GettingSmart.com.   Emily Liebtag interviews SXSW EDU attendees on why they attended the conference and what their predictions are about the future of work and learning. This episode she interviews Stephen Turnipseed, Executive VP and Chief strategy officer at Pitsco; Dr. Elaine Metcalf, Principal of Summit Technology Academy; and Saro Mohammed, partner at the Learning Accelerator. They discuss blended learning, their hopes for the future of learning, and why they love SXSW EDU. Lastly, Emily sits down with students from the MET School who share their experiences at the project-focused school. They talk about why they believe in the power of projects, the skills they think are the most valuable for graduates, and why they love the MET.   Key Takeaways: [:33] About today's podcast and guests. [1:28] About Stephen's Turnipseed's work and his thoughts on education becoming increasingly more connected. [4:05] Why Dr. Elaine Metcalf loves SXSW EDU. [4:54] What Dr. Elaine Metcalf sees as the diploma of the future. [6:50] Saro Mohammed's educational background and role at Learning Accelerator. [7:46] Why Saro is at SXSW EDU. [8:50] The skills Saro sees as necessary for students to be equipped with when facing college or career. [10:25] What skills should the diploma of the future include? [12:04] What could shift in education to get us to Saro's ideal future classroom? [14:15] Emily interviews student from MET and they all introduce themselves. [15:25] What the MET is all about and why these students love it. [17:50] What they're passionate about and investigating through their internships and projects. [20:14] How working on projects has helped develop their agency and learn about what they're passionate about. [22:28] What skills these students believe are going to most benefit them as a graduate.   Mentioned in This Episode: SXSW EDU First part of episode Sugata Mitra on Self-Organized Learning Environments Summit Technology Academy The MET High School Gabriel@ArtoftheCrane.com   Get Involved: Check out the blog at GettingSmart.com. Find the Getting Smart Podcast on iTunes, leave a review and subscribe.   Is There Somebody You've Been Wanting to Learn From or a Topic You'd Like Covered? To get in contact: Email Jessica@GettingSmart.com, Tweet @Getting_Smart, or leave a review. The Getting Smart team will be sure to add them to their list!

Sugata Mitra gained widespread acclaim after his TED talk on the Hole in the Wall experiment. In the experiment, he put a computer in a wall of a New Dehli slum, and found that children learned to use it all by themselves. His explorations continued, trying out whether such self-organising learning environments or SOLEs could perform as well as traditional classrooms in terms of children's learning. He since received funding from the World Bank to expand his project to a range of developing countries. However, independent researchers who have visited Hole in the Wall sites have been disappointed, or even disillusioned, with what they found. The sites where vandalised and abandoned, to the point where two years after they were first installed, few could remember what they were there for. When they were operational, they were mostly used by older boys to play games, and girls and younger children were excluded. In this episode, I aim to make the audience aware of the imperfections of Sugata Mitra's work, and of the possibility that it has been over-hyped. Enjoy the episode.

 “If you look at what most good teachers do, they are using direct instruction, but if you say to them they are using direct instruction they look at you as if, and this is a Dutch phrase, water is on fire, and they say ‘No I am a progressive’,” says professor Paul Kirschner, University Distinguished Professor at the Open University of the Netherlands. “They have a blind spot, they tend to see the straw man of direct instruction.” Kirchner is one of the world’s leading researchers into instructional design and on this week’s episode of Tes Podagogy he explains that direct instruction is widely misinterpreted in schools. He believes most teachers see it as “drill and skill, authoritarian, isolated fact accumulation, one sized fits all” when it is nothing of the sort. “What is direct/explicit instruction? You have to set the stage for learning, you have to make sure learners have the pre-requisite knowledge to learn, which can also include creating a learning context for them. You have to make sure there is a clear explanation of what is expected of the them and what you want them to do - to give them the procedural knowledge to carry out what they are doing. You have to model the process, show them how it is done, and try to explain what you did and why you did it. You have to provide guided practice time. That gradually gives way to independent practice. Finally, you should assess it, formally, informally, and formatively throughout,” he explains. He believes these tenets are applicable across a broad range of pedagogical tools and techniques, including many more commonly seen as progressive. For example, he gives a detailed explanation as to why group work can be extremely effective if the tenets of direct instruction are in place. He also says discovery learning can be direct instruction if following the principle points. Indeed, he warns against just trying to teach one way only, labelling this ineffective and akin to being a fish and chip restaurant. “They only have one way of cooking, which is frying,” he explains. “A good chef does not limit themselves to just one technique, tool or ingredient and neither should a teacher. The teacher should be making use of everything they have to achieve effective, efficient and enjoyable learning.” In the episode, he also ruminates upon why direct instruction has got such a bad name. Partly, he blames the likes of Sir Ken Robinson and progresso Sugata Mitra for pushing a narrative of a pedagogy fit for the 21st Century. “21st Century skills is the biggest piece of snake oil that I have ever come across,” he says.   See acast.com/privacy for privacy and opt-out information.

“If you look at what most good teachers do, they are using direct instruction, but if you say to them they are using direct instruction they look at you as if, and this is a Dutch phrase, water is on fire, and they say ‘No I am a progressive',” says professor Paul Kirschner, University Distinguished Professor at the Open University of the Netherlands. “They have a blind spot, they tend to see the straw man of direct instruction.” Kirchner is one of the world's leading researchers into instructional design and on this week's episode of Tes Podagogy he explains that direct instruction is widely misinterpreted in schools. He believes most teachers see it as “drill and skill, authoritarian, isolated fact accumulation, one sized fits all” when it is nothing of the sort. “What is direct/explicit instruction? You have to set the stage for learning, you have to make sure learners have the pre-requisite knowledge to learn, which can also include creating a learning context for them. You have to make sure there is a clear explanation of what is expected of the them and what you want them to do - to give them the procedural knowledge to carry out what they are doing. You have to model the process, show them how it is done, and try to explain what you did and why you did it. You have to provide guided practice time. That gradually gives way to independent practice. Finally, you should assess it, formally, informally, and formatively throughout,” he explains. He believes these tenets are applicable across a broad range of pedagogical tools and techniques, including many more commonly seen as progressive. For example, he gives a detailed explanation as to why group work can be extremely effective if the tenets of direct instruction are in place. He also says discovery learning can be direct instruction if following the principle points. Indeed, he warns against just trying to teach one way only, labelling this ineffective and akin to being a fish and chip restaurant. “They only have one way of cooking, which is frying,” he explains. “A good chef does not limit themselves to just one technique, tool or ingredient and neither should a teacher. The teacher should be making use of everything they have to achieve effective, efficient and enjoyable learning.” In the episode, he also ruminates upon why direct instruction has got such a bad name. Partly, he blames the likes of Sir Ken Robinson and progresso Sugata Mitra for pushing a narrative of a pedagogy fit for the 21st Century. “21st Century skills is the biggest piece of snake oil that I have ever come across,” he says.

How do you educate children for a future whose main characteristic is ambiguous change? How will new technologies impact what we need to learn, as well as how we do it? Can AI create personal tutors for all? Can entrepreneurialism and independence join maths and science as curriculum fundamentals? In episode four of ‘Shaping the Fourth Industrial Revolution’ we meet Ted Dintersmith, the former venture capitalist turned education philanthropist and activist; Sugata Mitra, Professor of Educational Technology and winner of the TED prize; Pasi Sahlberg, Finnish education guru and author; Brittany Bir, the CEO of programming school 42 Silicon Valley; Sylvain Kalache, co-founder of Holberton School of Software Engineering; Farb Nivi, founder of Grockit and Learnist; and deep learning expert, Jeremy Howard.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this new podcast series is to learn a bit more about these people, and to allow them to share their stories. We sit down for a chat over a cup of tea, a glass of wine or a beer to find out a bit more about them – what  were they like at school? What did they do after school? How did they come to work in education? Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   In this episode we get to know General Secretary of the Association of School and College Leaders (ASCL) and radio jingle aficionado, Geoff Barton. We cover life at school, the career that never was and a fascination with radio jingles (he owns over 500,000!). Find out Geoff’s answer to our big question, as well as his music choices. Listen to Geoff Barton’s ASCL leadership podcast Look out for Geoff’s blogs for the TES Check out www.geoffbarton.co.uk – it’s an Aladdin’s cave of articles, resources and jingles   If you haven't already, do check out the first episode in the Knowing Me Knowing Ed-U series, where we chatted to Sugata Mitra. If you’d like to enquire about partaking in a future episode of Knowing Me, Knowing Ed-U, contact us at info@evidencebased.education.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this new podcast series is to learn a bit more about these people, and to allow them to share their stories. We sit down for a chat over a cup of tea, a glass of wine or a beer to find out a bit more about them – what  were they like at school? What did they do after school? How did they come to work in education? Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   In this first episode, we chat with Sugata Mitra, Professor of Educational Technology at Newcastle University. Well known for his hole in the wall experiment and winning the $1 million TED prize, Sugata talks about growing up, and his work before and after hole in the wall. We cover music, maths, mind altering chemicals and much more: Chapter 1 – Growing up and life at school (0:00 to 21:30) Chapter 2 – Further education and early achievements (21:30 to 55:56) Chapter 3 – Hole in the wall and recent work (55:56 to end) Look out for Sugata’s book "The School in the Cloud" to be published by Corwin publishers, Los Angeles, early 2018. Watch his TED talk: Build a school in the cloud.   If you'd like to enquire about partaking in a future episode of Knowing Me, Knowing Ed-U, contact us at info@evidencebased.education.

My guest today is Sugata Mitra, who is professor of Educational Technology at Newcastle University in the UK. Sugata is by training a physicist with over 25 inventions to his name in the area of cognitive science and education technology. He is widely cited in works on literacy and education and is perhaps most well known as a proponent of minimally invasive education and his ‘Hole in the Wall' experiment. He won the 2013 Ted prize for his talk ‘Build a School in a Cloud' after which he used the prize money to set up a number of the schools. He's here to talk to us today about how learning might be seen as an emergent phenomenon in a self organising education system which emerges as spontaneous order at the edge of chaos.

Brian Sovryn and I discuss the popular canard - perpetuated by media, TED talkers and the "public schools just need more money" crowd - that new technology can revolutionize education inside public schools. So far, studies don't back this idea. And neither do we. Jump to the 35:00 mark to hear the topic in the title discussed. DISCUSSION: - Public Schools are currently trying to co-opt the thing that will ultimately destroy them - Those trying to save the system like to tell two stories, while discarding all the important lessons from them 1. Sugata Mitra and the "Hole-In-the-Wall Experiment" 2. One laptop Per Child successes in Ethiopia - Addressing a series of myths about the impact of new technology in public school - Some alarming facts about the educational book industry Look Closer: Sovryn Tech Podcast - https://soundcloud.com/sovryntech Brian's Site: ZOG.ninja - https://zog.ninja Technology doesn't make school pupils smarter, study says - http://phys.org/news/2015-09-technology-doesnt-school-pupils-smarter.html Please Support School Sucks Our Amazon Wish List Donate With Bitcoin Or Join the A/V Club Support Us On Patreon Shop With Us At Amazon Your continued support keeps the show going and growing, which keeps us at the top of the options for education podcasts and leads to new people discovering this message. This subscription also grants you access to the A/V Club, a bonus content section with 200+ hours of exclusive audio and video. If you are a regular consumer of our media, please consider making a monthly commitment by selecting the best option for you... A/V Club - Basic Access - $8.00/Month AP Club - "Advanced" Access - $12.00/Month Sigma Sigma Pi - Full Access - $16.00/Month  

Today a future without schools. Instead of gathering students into a room and teaching them, everybody learns on their own time, on tablets and guided by artificial intelligence.    First, I talk to a Ashok Goel, a computer scientist who developed an artificially intelligent TA named Jill Watson and didn’t tell any of his students she wasn’t a human.     Then I talk to two people building future, app based educational systems. Jessie Woolley-Wilson from DreamBox explains what adaptive learning is, and how it can help create a better learning experience for kids. She also talks about all the data they collect on kids to better serve them (data we’ll come back to later in the episode.) Along with Jessie, Julia Stiglitz from Coursera explains how this kind of self-directed learning can extend into the college and post-college world.     Jessie and Julia see a future with these kinds of learning apps that could be more democratic, more creative, more fun and more effective. But there are some downsides too. Neither of them see apps or algorithms replacing teachers, but there are other organizations and projects that do.     In 2013, a guy named Sugata Mitra won the TED Prize which comes with a pretty healthy million dollar check. He won this prize for his work on what he calls “A school in the cloud.” Mitra founded this organization named Hole in the Wall, where he went around the slums of India and installed these kiosks that children could use and play with. His whole thesis is that students can be taught by computers, on their own time. Without teachers. Here’s his TED talk.    And this Hole in the Wall thing is one of the classic examples that a lot of people working on education apps point to to show that kids don’t need teachers to learn. Kids are naturally curious, they’re going to want to seek out information, you don’t have to force them into a tiny room to listen to a boring teacher.    But we talk to some people who question that narrative. Audrey Watters, who runs the site Hack Education, says that projects like Hole in the Wall often don’t last. Nearly all the kiosks that Mitra set up are abandoned and vandalized, she says, and when you look at footage and images of the kiosks you can see that older, bigger boys dominate and push the smaller boys and girls out.     And get this to a question that came up with literally every person I talked to for this episode. What is the purpose of school? Is it to teach content? Or is it to teach students how to relate to one another, how to empathize, how to think, how to be good citizens? Nobody really knows. But we talk about it on the episode!    We also talk about some of the other downsides of these systems. Jade Davis,  the associate director of digital learning projects at LaGuardia Community College in Queens New York, tells us about her concerns that algorithms might pigeonhole Kids who might not take to the system immediately. Kids like her own.     In the end, we talk about whether or not these kinds of solutions are really for everyone. Or if they’re just going to be used on poor, disadvantaged kids. Because, are Harvard students really going to be taught by robots? Probably not.     Bonus: Listen to the very end for a fun surprise.   Learn more about your ad choices. Visit megaphone.fm/adchoices

It was a privilege and a pleasure this week to talk to world-renowned educational thinker Sugata Mitra about his work and his thoughts on an unusually wide range of educational issues. Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, England. You may well know … Continue reading Sugata Mitra on why children need teachers, autonomy and technology – PP117 →

Tony, Tim, Patrick and Omar talk about Sugata Mitra's educational vision, safe spaces and more. Check out the talking points below. Sugata Mitra and Cloud Based Education His TED Talk: a) https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud?language=en Is this the real future of education? b)Omar's issues with it c) "Is knowing obsolete" Read Hard Evidence on How to Improve Schools from the San Diego Tribune Editorial Board a) Link: http://www.sandiegouniontribune.com/news/2016/mar/27/big-data-public-education-teacher-effectiveness/ b) Big data when hiring teachers c) Interesting findings

As part of Radio 3's Free Thinking weekend, Michael Berkeley talks to Sugata Mitra, who has started a revolution in education. He believes schools as we know them are obsolete; that exams shut down the brain; that children learn best when left alone, with computers, and that the best teachers are not education professionals, but grannies, who simply say 'Wow! That's amazing! How did you do that?' Sugata Mitra is the Professor of Educational Technology at Newcastle University. In 2013 he was awarded the million dollar TED Prize to help build a School in the Cloud, a creative online space where children from all over the world can gather to answer 'big questions'. Though Sugata Mitra now lives in Gateshead, he was brought up in Delhi, and his work with children in the slums there was the inspiration for the Oscar-winning film Slumdog Millionaire. In Private Passions, he tells Michael Berkeley about the ground-breaking experiment in Delhi which has become famous as the 'hole in the wall' - he fixed a computer into the wall of a slum, and watched what happened. Within months, children who had never seen a computer before were browsing, painting, and downloading electronic keyboards and drums to make music. Teachers, he discovered, were obsolete. This was a particular personal challenge, as he was a teacher himself at the time! Tearing up the rule book, Professor Mitra developed a radical new model of how to teach children, using computers. He talks in Private Passions about how to release children's creativity - but also how to safeguard them from the darker side of the internet. His music choices fuse East and West, with collaborations between Yehudi Menuhin and Ravi Shankar; the love poetry of Tagore; Rimsky-Korsakov's Scheherazade; and a canon by Bach which can be played forwards and backwards. Produced by Elizabeth Burke A Loftus Production for BBC Radio 3.

Over the past two weeks, from ep. 23 - 36, I've shown you how The Hero's Journey is a great metaphor for the journey one takes when they live their life on purpose. If you're brand new to the podcast, make sure you listen through from ep. 23 to see the entire journey. If you've just been listening for fun, but now would really like to experience The Hero's Journey, go back through those episodes, but make sure to reach out to me and let me know what you're working on. I'd seriously love to know because by you living intentionally, it also helps keep me accountable to live my life more fully on purpose. With The Hero's Journey complete, I'd like to talk a bit more today about Self-Actualization. This is where you work to constantly better yourself and grow beyond limits. We're all about being limitless here and to do that, we need to identify barriers, break them, and work on the talents that we possess to do all things great. We're talking mastery-level here. Like earning ninja-like status. Which, to me, sounds pretty cool. We're talking about realizing your potential. But, before we even look at the tips I have today, just ask yourself. Are you worthy of greatness? Seriously, as cheezy as that question sounds, ask yourself it. Let me tell you a quick story. I once had a student who I knew was holding herself back. She was extremely creative, yet afraid to show it off. She hit behind this persona that she was really rough and tough  and could handle anything. But, I would see her draw when no one was looking. And I'd see her read these deep philosophical texts and write essays about exploring the truth. To make a long story short, one day after class she started talking to me about her dreams in life. And so I asked her that one simple question. I asked, “Do you think you're worthy of greatness?”And she broke out into tears. Honestly, I wasn't expecting that and it kind of took me by surprise. But her answer was “I don't know.” She went on the rest of the year producing incredible work and at the end of the year wrote me this awfully nice letter about how I helped her realize her potential. You see, that's self-actualization. When you realize that you can be anything you want to be. You just need to work on it.   Here are three tips to grow your unlimited potential.  1. Understand That You Can Be Anything You Want to Be This is truer than every before. Just knowing that we live in a time where you don't need as much money to gain access to knowledge is enough to help push someone to better themselves with education. It used to be that only the wealthy could afford great education. They had access to knowledge that the average income family could not afford, let alone children growing up in developing countries. Now, to learn something, all you need is the internet. Sugata Mitra has proven that the internet can help a child growing up in the poorest parts of India reach self-actualization. For instance, listening to this show, we have people from all over the world. There's a large group of people in Nigeria who are listening in, Switzerland, Dominican Republic, The U.S., Canada. No one yet from South America, so I suggest we all share this podcast with someone we know down there to spread the message. This is truly incredible. You can, and you should, listen to lectures at Stanford, Harvard, or Oxford. Look up Udacity or Coursera to see what I mean. There's no longer any excuse to be be held back my ignorance. If you can learn anything, you can be anything you want to be. I'll repeat that because it's so important. If you can learn anything, you can be anything you want to be.   2. Surround Yourself with People who Challenge You. The 33% Rule. Tai Lopez often talks about what he calls The 33% rule. I love it. And I think you will too. It basically states that you should divide your time up between three groups of people. 1. Those you can mentor   2. Those who are on the same level as you   3. Those you aspire to be more like and can learn from Doing this helps you better learn what you know because you're teaching it and then challenges you to push through to learn and do more because of those you aspire to be more like. And it helps to troubleshoot through your problems with those on the same level as you.   3. Find Happiness in the Now One thing that's often not talked about in terms of realizing your potential is the power of focusing on now. As humans, it's so easy to put happiness as out there. Like I'll be happy and have reached my potential when I have achieved this, or have this new gadget, or have had this experience. Trust me, I get that. I have a tremendous fear of missing out and I also yearn for more. That's in my DNA.   But, understand that you need to cut what you are attached to. Become unattached from the future and focus on the now. Realize all that you have done and love yourself for who you are right now.   When we cut our attachment to outside things making us happy, it allows us to better focus. It allows us to realize happiness in the present and best utilize what we have in front of us. -- I sat down to talk with Larendee Roos and Dawn Doherty in NYC a while ago to talk about this concept. Larendee and Dawn have worked in the corporate world for a long time and their latest consultancy explores what they call spirit-based business.

Rachel Kreibich explains her experiences innovating with the SOLE project (student organized learning environments).  Her inspiration was Sugata Mitra's research on The Hole in the Wall project.  John Larmer of the Buck Institute explains how inquiry works within a project based model.  Paul Curtis of New Tech Network explains the reasons for their success in developing project based learning schools.

The post The Future of Education with Sugata Mitra & Reshma Singh appeared first on RealClear Radio Hour.

Professor Sugata Mitra, Professor of Educational Technology at Newcastle University, imagines a future where children teach themselves. Famous for his Hole-in-the-Wall experiment, he believes when young people are given the right tools and encouragement, their innate sense of wonder can allow them to learn almost anything from one another. He believes the days of traditional schooling where teachers stand at the front, and facts are taught and recalled, are numbered. Professor Mitra's dreams are not going unheard either. Last year his TED wish to build a "School in the Cloud" won him the first $1m TED Prize. Since then, he and his team have gone on to open five learning in the cloud labs in schools in India and in the North East of England. In this programme, Sarah Montague finds out how Professor Mitra's Hole-in-the-Wall experiment, whereby computers connected to the internet were placed in the walls of Indian slums, has evolved into a concept called a Self-Organised Learning Environment (SOLE). She hears how groups of children with minimal supervision can teach themselves, and how a team of retired teachers, or Grannies, use webcams to provide support and encouragement during the SOLE session. Presenter: Sarah Montague Producer: Joel Moors.

Main Feature: Sugata Mitra speaks with Corinne about Slef Organised Learning Environments, and Stephanie Smith, a school teacher in NSW, discusses her experiences with SOLEs in a school setting. Regular Features: Dan Haesler asks 'What's in it for Google?' in Off Campus; Cameron and Corinne discuss Tertiary Education funding and School Chaplains in Education in the News; Teachers talk about the importance of professional relationships in Education in the News; Mystery Educator competition. new puzzle!

Professor Sugata Mitra's pioneering experiments gave children in India access to computers to teach themselves and inspired the novel which became the film Slumdog Millionaire. He is now using retired volunteers in the UK to share their knowledge and guide children across the other side of the world. At the Free Thinking Festival he outlines the way he plans to use the $1 million 2013 Ted Prize to further his vision of "schools in the cloud". Presented by philip Dodd and recorded on Saturday 26th October 2013 in front of a live audience at Sage Gateshead.

Welcome to The Hexakis Podcast No.1 This is the first in a series of engaging podcasts designed to inspire and provoke discussion. In our first episode Russell Prue chats to Professor Sugata Mitra from Newcastle University about his work on SOLE, Self Organised Learning Environments, where young people direct their own learning. Sometimes called the child driven learning this approach can lead to greater levels of understanding and engagement. Hexakis are a Bristol based organisation devoted to the education sector. Visit their website to find out more www.Hexakis.co.uk and follow them on Twitter www.twitter.com/HexakisEdu This Hexakis Podcast was produced by Russell Prue an award winning ICT Evangelist and founder of Anderton Tiger Radio. Find out more about Russell at www.AndertonTiger.com/Russell The equipment used to engineer this recording was designed by Russell himself and is marketed to schools as the lowest cost School Radio Station in the World. Visit the website to find out more www.AndertonTiger.com/HUB

Sugata Mitra's 'Hole in the Wall' experiments in a New Delhi slum showed how easily children can learn using the internet, with no adult supervision or guidance. He terms this Minimally Invasive Education, and has since repeated the experiment in many different countries. This year, he has been awarded the TED prize to develop his idea further, so Ginny Smith tracked him down at the British Science Festival to find out more about how children can learn, without a teacher. Like this podcast? Please help us by supporting the Naked Scientists

Sugata Mitra's 'Hole in the Wall' experiments in a New Delhi slum showed how easily children can learn using the internet, with no adult supervision or guidance. He terms this Minimally Invasive Education, and has since repeated the experiment in many different countries. This year, he has been awarded the TED prize to develop his idea further, so Ginny Smith tracked him down at the British Science Festival to find out more about how children can learn, without a teacher. Like this podcast? Please help us by supporting the Naked Scientists

Auf der Bühne bei TED2013 trägt Sugata Mitra seinen kühnen "TED Prize"-Wunsch vor: Helfen Sie mir, eine Schule in der Cloud zu konzipieren, ein Lernlabor in Indien, in dem Kinder auf Entdeckungsreise gehen und voneinander lernen können – mit Hilfsmitteln und Mentoren aus der Cloud. Hören Sie sich seine inspirierende Vision für Selbstorganisierte Lernumgebungen (SOLE) an. Mehr Informationen finden Sie auf tedprize.org.

Onstage at TED2013, Sugata Mitra makes his bold TED Prize wish: Help me design the School in the Cloud, a learning lab in India, where children can explore and learn from each other -- using resources and mentoring from the cloud. Hear his inspiring vision for Self Organized Learning Environments.

Sur scène pour TED2013, Sugata Mitra nous fait part de son audacieux projet : Aidez-moi à construire l'Ecole dans le Cloud, un laboratoire d'apprentissage en Inde où les enfants reflechissent et s'entraident ensemble -- en utilisant les ressources et le parrainage à partir du Cloud. On y découvre sa vision pour les Self Organized Learning Environments (EAAO). Pour en savoir plus, rendez-vous sur tedprize.org.

TED2013 무대에서 수가타 미트라는 대담하게 TED Prize에 대한 바람을 얘기합니다: 구름 속에 학교를 만들도록 도와주세요. 이 학교에서는 인도의 교육 실험실을 찾아가고, 거기서 아이들은 구름에서 나오는 자료와 조언을 통해 탐구하고 서로에게서 배웁니다. 스스로 조직된 교육환경(SOLE)에 관한 고무적인 계획을 듣고 tedprize.org 에서 더 많은 걸 배우십시오.

2013年のTED賞受賞にあたり、スガタ・ミトラは大胆にもこう言いました。「“クラウド上の学校”という学習実験室をインドに作りたいと思っています。子どもたち同士が協力して自由に調査したり学習したりできる場所です。学習に必要な物質的、人的支援はクラウド上にあるものを利用します」。自己学習環境 SOLE について、彼の刺激的なビジョンが語られます。受賞の内容は tedprize.org をご覧ください。

Выступая на TED2013, Сугата Митра рассказывает о своём смелом желании при получении премии TED Prize: Помогите мне создать «Школу в облаках», лабораторию в Индии, где дети смогут проводить исследования и обучаться друг у друга, используя ресурсы из «облаков». Слушайте о его вдохновляющей идее Самоорганизующихся Учебных Пространств (СОУП). Читайте подробности на сайте tedprize.org.

No palco do TED2013, Sugata Mitra faz um desejo ousado para o TED Prize: ajudem-me a projetar a Escola na Nuvem, um laboratório de ensino na Índia, onde crianças podem explorar e aprender umas com as outras - usando recursos e monitoria da nuvem. Ouça a sua inspiradora visão dos Ambientes de Aprendizado Auto-Organizáveis (AAAO) e descubra mais em tedprize.org.

En el escenario de TED2013, Sugata Mitra expone su audaz deseo de TED Prize: "Ayúdenme a diseñar la escuela de la nube", un laboratorio de aprendizaje en India, donde los niños pueden explorar y aprender unos de otros, utilizando los recursos y tutorización a través de la nube. Escuchen su visión inspiradora de los Entornos de Aprendizaje Auto-Organizados (EAAO) y aprendan más en tedprize.org.

Catallaxy describes a "self-organizing system of voluntary co-operation" -Friedrich Hayek Topic: A doctoral candidate named John, who currently teaches in Hawaii, calls in to the after-show to discuss education as a self-organizing system. He references a TED Talk by Sugata Mitra and some interesting outcomes from the One Laptop Per Child project in Ethiopia. Excerpt: "We left the boxes in the village. Closed. Taped shut. No instruction, no human being. I thought, the kids will play with the boxes! Within four minutes, one kid not only opened the box, but found the on/off switch. He'd never seen an on/off switch. He powered it up. Within five days, they were using 47 apps per child per day. Within two weeks, they were singing ABC songs [in English] in the village. And within five months, they had hacked Android. Some idiot in our organization or in the Media Lab had disabled the camera! And they figured out it had a camera, and they hacked Android." This is a portion the 11-1-12 After School (Sucks) Special. School Sucks is live on the Liberty Radio Network and UStream Thursdays at 10pm EST. Look Closer: Ethiopian kids hack OLPCs in 5 months with zero instruction http://dvice.com/archives/2012/10/ethiopian-kids.php Sugata Mitra: The child-driven education http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html Catallaxy http://en.wikipedia.org/wiki/Catallaxy

In this show, the kids at the back of the class discuss Sugata Mitra's TED talk about Self Organized Learning Environments (SOLE). For the most part, we just gush about the whole idea, but we do it in a confrontational manner.

SaTP24.mp3 Listen on Posterous News of the Week:1) Forget What You Know About Good Study Habits - NYTimes 2) In a New Role, Teachers Move to Run Schools - NYTimesNEWARK — Shortly after landing at Malcolm X Shabazz High School as a Teach for America recruit, Dominique D. Lee grew disgusted with a system that produced ninth graders who could not name the seven continents or the governor of their state. He started wondering: What if I were in charge?       Three years later, Mr. Lee, at just 25, is getting a chance to find out. Today, Mr. Lee and five other teachers — all veterans of Teach for America, a corps of college graduates who undergo five weeks of training and make a two-year commitment to teaching — are running a public school here with 650 children from kindergarten through eighth grade.       3) A Full Year of Algebra Class on Your iPad - Gizmodo ...Houghton Mifflin Harcourt is launching the app, a new Algebra 1 app,  in a year-long pilot program in California, allowing students to work through practice questions, take notes, watch video lessons and more on their iPads. The app is the first on HMH Fuse, a platform developed by the publisher for delivering interactive educational content to mobile and touchscreen devices.4) Public Schools Face Lawsuit Over Fees - NYTimes...In the suit, to be filed in a state court in Los Angeles on Friday, the American Civil Liberties Union of Southern California names 35 school districts across California that list on their Web sites the fees their schools charge for courses including art, home economics and music, for Advanced Placement tests and for materials including gym uniforms.5) Article on The iConnected Parent - Inside Higher Ed - on the new book, The iConnected Parent: Staying Close to Your Kids in College (and Beyond) While Letting Them Grow Up...Students who were in the most frequent contact were the least autonomous. Some of these students have parents who are using the calls to continue regulating their behavior as they did in high school, reminding them what and when to study, for example, and these students are the least satisfied with the parental relationship, describing it as controlling and conflictual. Others report a “best friend” phenomenon with their parents, wanting to talk to them daily to tell them everything that is going on, and these students seem to be trading off autonomy for closeness. By contrast, there are families with moderate contact who have learned how to maintain a connection but in healthy ways that permit growing independence of thought and behavior.6) Stanford Encyclopedia of Philosophy - Stanford Report ...Students, here's an Internet site you can footnote. The entries in the online Stanford Encyclopedia of Philosophy are written by leading experts and vetted by others before they appear. From quantum mechanics to "Human/Non-Human Chimeras," these articles, based on serious research, attract 700,000 visits per week.Main Topic: Creative Commons, Licensing, Fair Use & Copyright - joined by Student Success Teacher from Kamoka, Ontario, Rodd Lucier of the blog TheCleverSheep. Creative Commons - what is it? what's its history? how can students and educators use it effectively? The Creative Commons site A helpful Scribd synopsis & good starting point for understanding what CC is and how it might benefit student publishing *borrowed from http://www.masternewmedia.org/how-to-publish-a-book-under-a-creative-commons-license/ Open Educational Resources (OER) movement Open High School of Utah’s DeLaina Tonks: Open Education and Policy How do you see the role of Creative Commons within the OER movement? How can CC help?The mission of Creative Commons, to increase sharing and improve collaboration, is powerful for all of the right reasons. It hearkens back to the things we learned in Kindergarten about sharing and playing nice with others. The best part about Creative Commons is the breadth of licensing options available to educators in all arenas, and how nicely they dovetail with open-source curriculum, giving us the ability to select the license that best fits our needs. The challenge becomes increasing awareness, helping educators to understand how best to use Creative Commons and why it is important, and providing a forum in which to publish. The Open High School of Utah is doing its part by releasing several courses at the end of this month, all appropriately CC licensed, of course, which will draw attention to the merits of Creative Commons licensing. Keep up the good work! Connextions - a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Steven Downes - highlights a variety of resources for open education. A final word on the origin of copyright: Article I, section 8, clause 8 of the United States Constitution provides that Congress shall have the power: "to promote the Progress of Science and useful Arts, by securing for limited times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries." ... At the time of the writing of the Constitution "science" denoted, broadly, knowledge and learning. So the core purpose of copyright law, as expressly stated in the Constitution is: to promote the progress of knowledge and learning. Tim's Tech Tidbit:  Skype and Call RecorderEndorsements: Roger: Reusable Prezi Templates Kevin: Jonathan Coulton: Great music licensed with Creative Commons Tim: Microsoft CyberSecurity Book for Teens (FREE) Cammy: Sugata Mitra’s TED talk (Child-Driven Education) & Quiz Buzzer for IWB   Permalink | Leave a comment  »