Post Tagged with: "education"

Calculus for Kindergarteners

Calculus for Kindergarteners

Luba Vangelova reports on a group that believes it may be better to introduce certain elements of, say, calculus to young kids before more route ideas like multiplication tables:

Finding an appropriate path hinges on appreciating an often-overlooked fact—that “the complexity of the idea and the difficulty of doing it are separate, independent dimensions,” she says. “Unfortunately a lot of what little children are offered is simple but hard—primitive ideas that are hard for humans to implement,” because they readily tax the limits of working memory, attention, precision and other cognitive functions. Examples of activities that fall into the “simple but hard” quadrant: Building a trench with a spoon (a military punishment that involves many small, repetitive tasks, akin to doing 100 two-digit addition problems on a typical worksheet, as Droujkova points out), or memorizing multiplication tables as individual facts rather than patterns.

Far better, she says, to start by creating rich and social mathematical experiences that are complex (allowing them to be taken in many different directions) yet easy (making them conducive to immediate play). Activities that fall into this quadrant: building a house with LEGO blocks, doing origami or snowflake cut-outs, or using a pretend “function box” that transforms objects (and can also be used in combination with a second machine to compose functions, or backwards to invert a function, and so on).

“You can take any branch of mathematics and find things that are both complex and easy in it,” Droujkova says. “My quest, with several colleagues around the world, is to take the treasure of mathematics and find the accessible ways into all of it.”

Full Story: The Atlantic: 5-Year-Olds Can Learn Calculus

(via Metafilter)

The book Moebius Noodles attempts to put these ideas into practice.

See also:

Punk Rock Mathematics

Computer-Based Math

March 4, 2014 Comments are Disabled
How to Become a User Experience Designer

How to Become a User Experience Designer

Susan Farrell wrote a report based on a survey of nearly 1,000 user experience designers, including what they actually do, and their backgrounds and educations. It’s worth a look if you’ve ever thought about a career in usability.

From the summary:

When asked what characterizes good user experience professionals, one of our respondents said, “If you are a ‘lifelong learner’, in other words, if you are paying attention, you will be able to take previous experiences and apply lessons learned from them to your new situation. That is more important to me than specific skills you might learn in school.”

While most knowledge workers probably benefit from being lifelong learners, the point that this is more importantthan a specific education is rare and one of the defining characteristics of the user experience field.

Even though continual on-the-job learning is the most important, 90% of respondents had obtained a university degree. There’s no single degree to define the field: design, psychology, and communication were the most common major areas, sharply pursued by English and computer science. All of these fields make some sense as a partial educational background for UX professionals, but together those five disciplines accounted for only 45% of bachelor’s degrees. The majority of UX professionals hold degrees from an immense range of other disciplines, from history to chemistry, most of which don’t have a direct bearing on UX work.

The most common educational level was a master’s degree: 52% had at least one master’s degree (some had two, which seems like overkill). Only 6% of respondents were PhDs. Most of the remaining respondents with university diplomas held bachelor’s degrees and 1% had associate’s degrees.

Summary: Nielsen Norman Group: User Experience Career Advice.

Or: Download the full report.

February 10, 2014 Comments are Disabled
Code Literacy Doesn’t Need To Come At The Expense Of Other Skills

Code Literacy Doesn’t Need To Come At The Expense Of Other Skills

My latest piece for TechCrunch:

This week President Barack Obama rekindled a couple of the Internet’s favorite debates: whether it’s appropriate to take selfies at funerals, and whether everyone should learn to code.

As part of Computer Science Education Week, Obama delivered a YouTube address titled “President Obama calls on every American to learn code.” [...]

But I think we can all agree that learning programming shouldn’t detract from other educational objectives, like reading, writing and math. Fortunately, it doesn’t have to. In fact, it can be combined with other skills.

Full Story: TechCrunch: Code Literacy Doesn’t Need To Come At The Expense Of Other Skills

December 14, 2013 1 comment
The 10 Stealth Trends That Rule the World Today

The 10 Stealth Trends That Rule the World Today

Interesting. Here are the trends, the full article has more details:

1) Old Trend: Expensive solar, surviving only on subsidies.
New Trend: Cheap solar, disrupting old industries.

2. Old Trend: The Latinization of America.
New Trend: The Asiafication of America.

3. Old Trend: The Chinese population bomb.
New Trend: The Chinese population bust.

4. Old Trend: Soaring U.S. CO2 emissions.
New Trend: Plummeting U.S. CO2 emissions.

5. Old Trend: College is becoming more and more important.
New Trend: College is no more important than before.

6. Old Trend: Americans drive more and more.
New Trend: Americans drive less and less.

7. Old Trend: Skyrocketing health care costs, skyrocketing deficits.
New Trend: Creeping health care costs, creeping deficits.

8. Old Trend: The BRICs are conquering the world.
New Trend: China is the only BRIC in the wall.

9. Old Trend: Active management rules the finance universe.
New Trend: Passive investment rules the finance universe.

10) Old Trend: China is buying up all our debt.
New Trend: China is selling off our debt.

Full Story: The Atlantic: The 10 Stealth Economic Trends That Rule the World Today

(Thanks Tim)

October 9, 2013 0 comments
ds106: Not a Course, Not Like Any MOOC

ds106: Not a Course, Not Like Any MOOC

ds106 is an online learning project from the University of Mary Washington that goes beyond the usual “online course” format:

Looking for something different from the current hysteria of Massive Open Online Courses (MOOCs)? A digital storytelling course started by Jim Groom at the University of Mary Washington (UMW), ds106 was set loose as an open course in January 2011. Yet the UMW catalog does not include such a course. Its actual course designation is CPSC 106 (Computer Science)—a small but telling example of how ds106 plays with and questions the norm.

Most classes in digital storytelling revolve around the personal video narrative form as popularized by the Center for Digital Storytelling. But ds106 storytelling explores the web as a culture, as a media source, and as a place to publish in the open. Not claiming to authoritatively define digital storytelling, ds106 is a constant process of questioning digital storytelling. Is an animated GIF a story? What does it mean to put “fast food” in the hands of Internet pioneers? Why would we mess with the MacGuffin? Is everything a remix? Though this is perhaps simply semantic wordplay, ds106 is not just “on” the web—it is “of” the web.

Characteristic of ds106 is its distributed structure, mimicking the Internet itself, and its open-source non-LMS platform. Students are charged with registering their own domain, managing their own personal cyberinfrastructure, and publishing to their own website. Via the WordPress plugin FeedWordPress, all content from students is automatically aggregated to the main ds106 site—but all links go back directly to the students’ sites.

Full Story: Educause Review: ds106: Not a Course, Not Like Any MOOC

(Thanks Audrey)

August 25, 2013 0 comments
Hogwarts for Hackers: Inside the Science and Tech School of Tomorrow

Hogwarts for Hackers: Inside the Science and Tech School of Tomorrow

Evan, a student at IMSA

I wrote about the Illinois Mathematics and Science Academy, a boarding high school in Aurora, IL, for Wired:

The IMSA Wednesdays are like Google’s “20 percent time” — only better. “At Google, 20 percent time is actually tacked on to the rest of your job. ” says Daniel Kador, another former IMSA student. “At IMSA, it really is built into your schedule.” And though Kador and other students admit that they spent more than a few Wednesdays just goofing off — as high school students so often do — they say the environment at IMSA ends up pushing many of them towards truly creative work. And it pays off.

After teaching himself to program at IMSA, Chu went on to the University of Illinois, where he worked on NCSA Mosaic, the first graphical web browser, following in the footsteps of fellow IMSA alums Robert and Michael McCool. And, eventually, he joined several other IMSA graduates as an early employee at PayPal, where he still works today.

Chu is just one of many tech success stories that have sprung from IMSA over the years (see sidebar, page two). Other IMSA alums have gone on to discover new solar systems, teach neurosurgery, and found such notable tech outfits as YouTube, Yelp, SparkNotes, and OK Cupid. And the spirit that moved Chu to teach himself programming is still very much alive and well. You can think of IMSA as a Hogwarts for Hackers.

Full Story: Wired Enterprise: Hogwarts for Hackers: Inside the Science and Tech School of Tomorrow

Photos by: Greg Ruffing

May 31, 2013 1 comment
How the British Elite Are Trained to Think

How the British Elite Are Trained to Think

Here’s an essay question from a scholarship application to Eton, an elite boarding school in the UK:

Eton College exam question

Laurie Pennie weighs in:

questions like this – topics for debate designed to reward pupils for defending the morally indefensible in the name of maintaining “order” – crop up throughout the British elite education system, from prep schools to public schools like Eton to public speaking competitions right up to debating societies like the Oxford and Cambridge Unions, which are modelled on parliament for a reason.

This is how you’re meant to argue when you’re eventually in charge. You’re trained for it, and part of that training is regularly being presented with morally indefensible positions to defend anyway or risk losing whatever competition you’re engaged with. I have seen perfectly decent young men get carried away defending genocide and torture because that’s the only way to win. Those who are unable to do so are taught that they have no business having political opinions. The people assumed to be the future elite are not rewarded for getting the answer which is most correct, most compassionate or humane or even sensible – they’re rewarded for smashing the opposition. And that’s how you get politicians who will argue anything they’re told to, enact any policy they’re told to no matter how many how many people will get hurt, just so that their team can win.

Moreover, this isn’t just a standard homework question. It appears on a scholarship entrance exam, a test designed to be sat by young men seeking to join the ranks of the rich and powerful by virtue of merit and smarts rather than family money.

Full Story: New Statesmen: The Eton Scholarship Question: this is how the British elite are trained to think

Meanwhile, Tim Maly poses some alternate questions.

May 26, 2013 2 comments
Kiera Wilmot Won’t Be Charged With Felony For School Yard Explosion

Kiera Wilmot Won’t Be Charged With Felony For School Yard Explosion

Good news from the Orlando Sentinel:

Kiera, 16, was a student at Bartow High School until last month when she was arrested after she mixed toilet bowl cleaner and aluminum foil in a water bottle on school grounds, a police report stated. She was arrested and faced felony charges for possessing a weapon on campus and discharging a destructive device.

She also was suspended from school and told she faced expulsion, according to her attorney, Larry Hardaway. He said she served a 10-day suspension and is now attending classes at an alternative school.

Her case drew national attention and outrage on Twitter and other social media sites, with many arguing both school and police overreacted. An online petition on her behalf has more than 195,000 signatures.

The office of State Attorney Jerry Hill, whose jurisdiction includes Polk, said that it extended “an offer of diversion of prosecution to the child.” That typically means a probationary-like program that allows the youngster to perform community service or meet other conditions and then avoid a criminal record.

Full Story: Orlando Sentinel: Kiera Wilmot, student who caused small explosion, won’t face charges

Previously: Teen Girl Charged With Felony For Science Experiment Gone Wrong

May 16, 2013 0 comments
Teen Girl Charged With Felony For Science Experiment Gone Wrong

Teen Girl Charged With Felony For Science Experiment Gone Wrong

Kiera Wilmont

Update: here’s an online petition to drop the charges against her.

Koa Beck writes:

Given all the data that is out there regarding young girls and STEM fields, ladies who demonstrate an interest in science should be culturally supported. A quick peruse of certain popular culture guarantees that they certainly won’t be getting that support elsewhere. Yet when 16-year-old Kiera Wilmot, who reportedly “got good grades” and had “a perfect behavior record” had a science experiment go awry, she was slapped with felony charges. Way to support our young girls in the sciences.

Wtsp.com reports that the teen was arrested and charged with possession/discharge of a weapon on school property and discharging a destructive device. At seven a.m. that morning at Bartow High School, Kiera allegedly mixed some “household chemicals” in an eight-ounce water bottle. The top reportedly popped off creating a “small explosion” complete with smoke. No one was hurt, according to reports.

In addition to her criminal charges, she has since been expelled from Bartow High School. It remains unclear whether there was any malice in the experiment. But even the young lady’s school principal, as well as her peers, believe that she didn’t possess any vicious motives:

Full Story: Mommyish: Teen Girl With A Penchant For Science Is Slapped With Felony Charges After Her Experiment Explodes

There’s no clarity as to what she was actually trying to accomplish, or exactly how big the explosion was. I can understand people being on edge after recent shooting and the Boston bombing, but the charges seem trumped up for a simple accident. There could be more to this than meets the eye, but it feels a lot like another example of the criminalization of curiosity.

Update: Here’s a copy of the police report. The explosion happened outside “near the gazebo/lake area.” Her science instructor claims it was not part of any classwork, though she said it was part of a “science fair experiment.” She says she thought it would “just cause some smoke.” But what she built is what’s known as a drano bomb.

Here’s the news clip:

See also:

Criminalizing science: chemistry student arrested for home lab

Students in ‘Weird Science’ Halloween party arrested under anti-terror laws

Drone Artists/Hackers Detained Held in London on Suspicion of Terrorism

Counterterrorism Agency: Urban Exploration Helps Terrorism

May 1, 2013 4 comments
30% Of Community College Grads Out Earning Those With Bachelor’s Degrees

30% Of Community College Grads Out Earning Those With Bachelor’s Degrees

CNN reports:

Nearly 30% of Americans with associate’s degrees now make more than those with bachelor’s degrees, according to Georgetown University’s Center on Education and the Workforce. In fact, other recent research in several states shows that, on average, community college graduates right out of school make more than graduates of four-year universities.

The average wage for graduates of community colleges in Tennessee, for instance, is $38,948 — more than $1,300 higher than the average salaries for graduates of the state’s four-year institutions. [...]

And while by mid-career, many bachelor’s degree recipients have caught up in earnings to community college grads, “the other factor that has to be taken into account is that getting a four-year degree can be much more expensive than getting a two-year degree,” Schneider says.

Full Story: CNN: Community college grads out-earn bachelor’s degree holders

Another issue is that “mid-career” might not ever exist for many of today’s college graduates. But it’s worth noting that these sorts of comparisons aren’t apples to apples — not all degrees are created equal. That’s also the problem with most studies that show that people’s with bachelor’s degrees out earn those who don’t have one. Someone with an associate’s degree in HVAC repair may very well out earn someone with an art history degree, but someone with a computer science degree will likely out earn them both. But I like that this study supports the fact that there are alternatives to getting a four year degree just for the sake of earning it.

February 28, 2013 1 comment