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Alphabet won't need all those internet balloons after all
Since it launched nearly four years ago, Alphabet's Project Loon experiment has shifted from an unlikely moonshot to an idea that might actually work. As Alphab...
google  technology  loon 
9 days ago by andreaskoch
Ad Blocking Is Now a Chronic But Manageable Condition - via @dahowlett
"The good news: ad blocking rates appear to have flattened — and crucially haven’t yet made the leap to mobile, where most traffic growth is happening. Still, publishers are not exactly in the mood for popping corks of champagne. Besides being beset by a host of challenges– the rise of the Google-Facebook duopoly to an over-dependence on platforms to a depressed digital ad market — ad blocking is still seen as a menace."
ad  blocking  advertising  technology  rates  digital  market  mobile  revenue  model 
9 days ago by jonerp
The EdTech Rebel Alliance – Learning {Re}imagined – Medium
"Papert, who I had the opportunity to spend time with in those years, had developed a learning theory he called “Constructionism”. Papert had been a student of Piaget and Vygotsky who had developed philosophies about the nature of knowledge called Constructivism and Social Constructivism respectively.

[Seymour Papert
https://medium.com/learning-re-imagined/thanks-for-sharing-this-bd5f1f736599#.s4s05qelz ]

Constructivism is primarily focused on how humans make meaning in relation to the interaction between their experiences and their ideas. That is, their learning is as a result of their experiences.

Such experiential learning, rather than the abstract learning of content by rote, inspired Papert to develop his own Constructionist learning theory. Papert saw how, at the dawn of the micro-computer, learning could be a reconstruction of knowledge rather than simply a transmission. That learning could be personal, experiential and situated where, aided by digital systems, learners would effectively construct their own meaning as a discovery of knowledge. This, Papert believed, was the true liberating power that computers would bring to future learners and teachers as creators of learning experiences.

[Situating Constructionism
http://www.papert.org/articles/SituatingConstructionism.html ]

But this is where the similarity between 1985 and 2017 ends. The optimism that we shared for the future of learning dwindled as technology was co-opted not to liberate but to reinforce standardisation and automation of schools ways.

In 1993 in his book,”The Children’s Machine”, Papert lamented:
“Little by little the subversive features of the computer were eroded away: Instead of cutting across and so challenging the very idea of subject boundaries, the computer now defined a new subject; instead of changing the emphasis from impersonal curriculum to excited live exploration by students, the computer was now used to reinforce School’s ways. What had started as a subversive instrument of change was neutralised by the system and converted into an instrument of consolidation.”

[The Children's Machine by Seymour Papert
http://www.ucs.mun.ca/~emurphy/stemnet/papert.html ]

As I walked around the 2017 Bett Show I was struck by how exceptionally bland everything was, bathed in fluorescent lighting that felt like it was irradiating the soul out of the machines like it was E.coli. Despite the incredible financial bets being made on EdTech, with more money than ever being injected into start-ups, they’ve turned EdTech into the equivalent of airport passenger conveyors or “satellite navigation” for learning which means you never get lost and you always end up at the same destination passing through the town of Boredom.

[Edtech is the next fintech
https://techcrunch.com/2016/08/13/edtech-is-the-next-fintech/ ]

Enslaved to the tyranny of testing and measurement, the affordances of todays technology in EdTech form are being used to develop ever more efficient ways of delivering a 19th century curriculum. Perhaps we have lost sight of what education is for and why we send our kids to school?

Essentially we are using today’s digital platforms to go into reverse. We’re talking about content, and teacher at the front distribution while measuring the effectiveness of our tech by improvement in measured learning outcomes for which read, passing tests.

When you look at who’s making the big financial investments in EdTech things suddenly become clear.

[Who's Investing in Ed-Tech (2010-2016)
http://hackeducation.com/2016/05/03/who-is-funding-this-bs ]

There is a chain of command of organisations, think tanks, agencies and deliverologists who brief financial institutions that whatever bells and whistles you’ve got the point is to get school kids through a set of tests preferably owned by another multinational corporation like, for example, Pearson.

[https://vimeo.com/165124568 ]
Standardised, Automated and Privatised

This, while the creeping privatisation of state education via academisation, charter and free schools who are adopting similar leadership strategies to those used in retail or fast food outlet management to the shop floor. Sorry, I mean classroom.

These strategies are based around standardisation and automation of content distribution and testing. By focusing on instruction rather than the learner, actual personalisation can take a backseat.

But what about “personalised learning” I hear you cry? Well, it takes a human being, practiced in the craft of teaching, to do that. Personalised learning is focused on the child rather than the instruction and the individuated or differentiated learning that software is capable of, think Amazon recommendations for example, is all about instruction. This is what is known as “Instructionism” or the explicit teaching of facts or showing students how to solve problems and then having the students practice them. Instructionists believe that learning is the direct result of having been taught.

But all is not lost.

Amidst the big budget trade stands/booths at the outer fringes of the galaxy are new start-ups, many of which are existing on the financial equivalent of fumes. This, to me, was where the action and excitement was. New EdTech designers like Night Zookeeper, Erase All Kittens, SAM Labs, Pi-Top, Stepping Into Business, Detective Dot, A Tale Unfolds, Technology Will Save Us and many others have embraced, wittingly or unwittingly, the spirit of Papert’s Constructionism. These young organisations are all about providing the tools and the opportunities for experiential learning that is centred on the learner rather than the instruction.

[https://www.nightzookeeper.com/
https://eraseallkittens.com/
https://www.samlabs.com/
https://www.pi-top.com/
http://steppingintobusiness.org/
https://www.detectivedot.org/
https://ataleunfolds.co.uk/
https://www.techwillsaveus.com/ ]

I would argue that it is organisations like these who, rather than those seeking to automate and standardise education, are like a “Rebel Alliance” liberating learners and teachers alike to create their own, powerful learning experiences. Learning how to learn, solving abstract challenges and creating new knowledge must surely be some of the most vital competences that a child can leave school with.

It’s hard to see how another interactive white board or learning management system, with or without AI, will provide access to these skills. Yet these nascent enterprises give me hope that EdTech has yet to have its soul completely crushed, swallowed and spat out as another uberfication of education where the learner is simply a passenger and the destination is a set of certificates from a bygone age.

Perhaps we need an alternative event to the kind that the Bett Show, or ISTE for that matter, has become. Perhaps we actually do need to form an “EdTech Rebel Alliance” where all of the stakeholders of learning, that includes teachers, parents and learners can converge to design new learning futures.

It strikes me that we need something that isn’t just another EdTech incubator/accelerator/trade association Ponzi scheme where whoever pays the most cash gets the most attention. I’m thinking of a mutually supportive collective committed to radically transforming education not by automating it but by liberating it from the tyrannical business plan of a multinational corporation."
education  technology  automation  grahambrown-martin  2017  resistance  children  constructionism  contructivism  socialconstructivism  seymourpapert  jeanpiaget  vygotsky  experientiallearning  sfsh  canon  privatization  instructionism  standardization  personalization  differentiation  unschooling  deschooling  learning  howwelearn  control  content 
9 days ago by robertogreco
Video Of The Week: Mark Cuban At Upfront Summit – AVC
There were other great conversations at the Upfront Summit. This discussion with Mark Cuban was great. I totally agree with Mark that we need more tech companies to go public and have been saying that publicly for several years. via Pocket
IFTTT  Pocket  blogs  fred  wilson  technology  vc 
9 days ago by clayhebert
Twitter
RT : Blockchain: A new hope, or just hype?
technology  from twitter
9 days ago by emelaktas
"Stop being afraid of what could go wrong and think of what could go right." -Unknown
“Stop being afraid of what could go wrong and think of what could go right.” -Unknown [Photo]
michaelhyatt  technology 
9 days ago by slogger
Talk of tech innovation is bullsh*t. Shut up and get the work done – says Linus Torvalds • The Register
"Linus Torvalds believes the technology industry's celebration of innovation is smug, self-congratulatory, and self-serving.
The term of art he used was more blunt: "The innovation the industry talks about so much is bullshit," he said. "Anybody can innovate. Don't do this big 'think different'... screw that. It's meaningless. Ninety-nine per cent of it is get the work done." (..)
"All that hype is not where the real work is," said Torvalds. "The real work is in the details."
Torvalds said he subscribes to the view that successful projects are 99 per cent perspiration, and one per cent innovation."
linus  technology  innovation  perspiration  work  opensource  labor 
9 days ago by gohai

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