Our original page about George’s influence on us… about glue.
original original on monkblogs..george siemens
updating here: knowing knowledge
written nov 2006
can get it on ipod touch or ipad here
totally copied my fav parts or parts i want to reread:
a hierarchy imposes structure while networks reflect structure
simply put, life is learning.
we cannot stop the desire to know.
knowledge set free enables dynamic, adaptive, and personalized experiences.
while reading George’s book – this tweet:
MichaelCharney Great quote RT @arlenetaveroff: A fellow who does things that count, doesn’t usually stop to count them.- Albert Einstein
in order to understand beauty we kill it.
and in the process we understand more about our nature and less about beauty.
each definition of the landscape becomes valuable when it abandons pretences of being the only and acknowledges other perceptions
p. 19 visuals..
we can no longer create our filters in advance. we must learn to dance (engage and interact) with knowledge in order to understand what it is
permit knowledge to emerge based on what it is
knowledge is organization. not structure.
what does that mean?
structure is the outgrowth of organization, not the pre-req to it
knowledge is not intended to fill minds it is intended to open them.
p. 21: diagram of components of knowledge dance
we have spent our history with hard codified knowledge as a product, we now need to learn to work with soft knowledge as a process
we do not live our lives in active cognition. we spend much of our time in containers that we have created. instead of thinking, we are merely sorting and filtering
test many diverse options. experiment, don’t plan. – Meyer and Davis
connectivism is the integration of principles explored by chaos, network, complexity, and self-organization theories
the connections that enable us to learn more are more important than our current state of knowing
too often we bend our pedagogy to the tool
do the tools represent how the learners will be functioning in real life
learning in sync with life, really like figure 19 p. 47
we can no longer seek to possess all needed knowledge personally. we must store it in our friend or within technology.
we need to move beyond finding and evaluating relevance, to use and application.
serendipity requires people of diverse interests interacting in unstructured spaces
greater levels of diversity require individuals to communicate, share, and be transparent with each other
we have tried to do the wrong thing first with knowledge. we determine that we have a certification before we determine what it is that we want to certify. we need to enable the growth of connections and observe the structures that emerge
attempts to define who we are and why we do what we do, err in the assumption that there is an answer that exists by itself
individuals have more control, more capacity to create and to connect than in any other era in history
we are being remade by our connectivity. as everything becomes connected, everything becomes transparent. technology illuminates what was not discernable to the human eye
reflection (the act of thought on our actions, motivations, experiences, and world events) is becoming a lost art. deriving meaning no longer happens at a pause point. meaning is derived in real time.
does immediacy cause us to be driven not by principles but by current context? p. 74
media develops conversations. conversations develop reality.
content is subservant to connections
learning is not content consumption. learning happens during some process of interaction and reflection. content then can be a lead into learning or it can be a by-product of the learning process.
connections on the other hand are a more direct lead into learning, simply because connections are more vibrant than content.
what is more important – what is currrently known (existing content/knowledge)? or capacity to continue to know more (connections)?
connection-form tools will always create content, but their value lies in our ability to reflect on, dialogue about, and internalize content in order to learn.
50 years ago, education prepared an individual for a life-long career in a particular field. formal ed created the person, the opportunity. now, life-long learning creates the opportunity.
we can no longer just work on hitting the target.. we now need to hit a moving target.
no longer is convergence the cry of knowledge. transvergence (the transfer and application of knowledge from one field to another) is the new reality. the world is connected. we are becoming aware of activities outside of our own spaces.
any living organism seeks two primary functions: replication and preservation.
what does this mean?
our corporate structure generate product-based affordances
instead of being designed and controlled through central means, a distributed structure generates outcomes through the act of self-organization
spaces themselves are agents for change. changed spaces will change practice
an ecology, a knowledge sharing environment should have: informal/not structured – perpetual redesign; tool rich; consistent activity; trust; simplicity; decentralized, fostered, connected; high tolerance for experimentation and failure
- a space for gurus and beginners to connect
- a space for self expression
- a space for dialogue and debate
- a space to search archived knowledge
- a space to learn in a structured manner
- a space to communicate new info and knowledge indicative of changing elements within a field
- a space to nurture ideas, test new approaches, prep for new competition, pilot processes
innovation does not arise through hierarchies. as a function of creativity, innovation requires trust, openness, and a spirit of experimentation – where random ideas and thoughts can collide for re-creation
we seek certainty instead of opportunity
the decentralization of knowledge reverses the joining formed by others (experts, editors) and permits individuals the capacity to connect knowledge in a manner they find useful
we used to go to one source of info to get a thousand points of info. now we go to a thousand sources of info to create our one view
clear aims through decentralized means is THE challenge for organizations today
the assumption that control determines outcome is a mindset that was questionable in the industrial era.. and laughable in the knowledge era
community – connection forming space
the capacity for shared understanding today doesn’t arise from being exposed to the same resources. it arises from being transparent with each other. p. 114
it is not “not knowing” that is the problem. it is a lack of doing. doing is a form of knowing.
lack of structure is a consistent concern for participants in this space. we want to control, often forgetting that the new space is for conversations and connections.
“Sebastian Thrun put himself out there as a little bit of a lightning rod,” said George Siemens, a MOOC pioneer who got funding from the Bill & Melinda Gates Foundation for research on MOOCs, and last week convened the researchers at the University of Texas at Arlington to discuss their early results. “Whether he intended it or not, that article marks a substantial turning point in the conversation around MOOCs.”
Mr. Siemens said what was happening was part of a natural process. “We’re moving from the hype to the implementation,” he said. “It’s exciting to see universities saying, ‘Fine, you woke us up,’ and beginning to grapple with how the Internet can change the university, how it doesn’t have to be all about teaching 25 people in a room.
“Now that we have the technology to teach 100,000 students online,” he said, “the next challenge will be scaling creativity, and finding a way that even in a class of 100,000, adaptive learning can give each student a personal experience.”
George currently director of link research lab at uni of texas:
from their site:
The Learning Innovation and Networked Knowledge Research Lab (LINK) serves as the hub of a network of international scholars who conduct research on the digitization of knowledge and learning and how this process impacts education. Our researchers, educators, and graduate students connect, share, and collaborate in advancing social and technological networks, designing innovative learning models, and exploring the future of higher education.
4 focus areas: new knowledge process, future of work, success for all learners, future of unis
aug 2015 – white house invite:
The best strategy in a time of uncertainty is not to seek or force the way forward, but to enter a cycle of experimentation. The Cynefin Framework provides the best guidance that I’ve seen on how to function in our current context.
HE is a system that is deeply embedded in societal realities, including equity and justice. It’s not an ROI equation. It’s a quality of life equation. A startup or corporate entity has a primary purpose of doing what makes sense economically. It’s their job. But it conflicts with the most dominant needs of our society today: how to educate individuals from low socio-economic status. The bottom income quartile of society has seen zero increase in degree completion over the past 50 years.Any meaningful redesign of higher education, for the benefit of individuals and society broadly, has to be primarily focused on helping to move this population toward success.
big question – what is success.. who decides..
The clock is ticking on the nonsense of Drucker and Christensen’s statements about 50% campus closures. We are entering the golden age of learning. Why would we kill our universities? (earlier – from 4 yr to 40 yr)
I’m getting exceptionally irritated with the narrative of higher education is broken and universities haven’t changed. This is one of the most inaccurate pieces of @#%$ floating around in the “disrupt and transform” learning crowd. Universities are exceptional at innovating and changing. Explore any campus today. It’s a new world on most campuses, never mind the online, competency, and related systems. And if your slide deck includes an image of desks and argues that nothing has changed, you’re being dishonest and disingenuous. Repent. Healing is possible for you, but first you must see the falseness of your words.
unbundling us. unbundling the package deals.
Adios EdTech. Hello something else: http://t.co/KsgcMzBFV9
Original Tweet: https://twitter.com/gsiemens/status/641783146443243520
oct – LEARNING WITH MOOCS 2015 | KEYNOTE PRESENTATION
a bit of context
we need ed to get a job but not offering equitable access…
further disruption..robots are taking our jobs…
collective societal angst about labour.. we’re moving faster and faster but killing humanity in the process
mooc – distance learning 150 plus yrs – open ed..
10 min – if you create a view/idea disconnected from humanity but driven from tech.. you’ll hit a wall. – if you don’t care about research that exists… will hit a wall..
science of people in schools.. ness
12 min – research from moocs – wasn’t as disruption … was existing w/in framework.. et al..
14 min – academics cared about this…
15 min – narrative today: ed more accessible/cheaper…
playing with the system
credentials: certificates… nano-degrees..
competencies: based ed.. licensing
knowledge in pieces – what ed could look like
16 min – 1\ digital settings change power relationships/control.. 2\ data collection.. 3\ when you live in networks move from control to nudging
17 min – learner in network.. research starting to catch up.. edx coursera.. addressing diff audience.. no longer disrupting uni.. but w/in
18 min – granularization of competence.. ie: badges
20 min – at point in next 5 yrs – where re stitching new uni model.. new model of higher ed
change: connected, not best, ideas win
certainly isn’t linear.. process of power re architecting.. i favor: 1\ paradigm shift 2\ long cycle of adoption ie: electricity 40 yr cycle; electricity because it’s networked changes things – 3\ technical/socio/economic transitions.. one i’m interested in most .. happens every couple 100 yrs.. carlota perez’s work.. dramatic change…
what i care about now
trying to get past research-oriented view of what this stuff means… start thinking of pastors-quadrant.. research informative but have an impact.. change people’s lives..
24 min – right now – narrative of moocs change work and employment
25 min – i want moocs to make us better people – more compassionate, kinder, more humane.. as individuals and society..
26 min – projects: 1\ link lab’s mindfulness (self-talk as data) creating more civil/organized society (rev of everyday life ness) 2\ in spark.. asu and smart spiro – advance through integrated problem based oriented… ie: is there life out there.. require you to think integratively.. have worlds project 3\ edm conf in madrid – can you develop better personal learning graphs… (app/chip output)
28 min – on getting sad.. narrative i’d like to advance as researchers… while you think about what you’re doing are you advancing beyond cognitive.. to whole person..
would love to talk G, ie: ship ables
what does a kinder, gentler, more compassionate society look like
dec 2015 – human mooc
Customizable Pathways Design Research and Humanizing Online Courses
What are customizable pathways? How do we know this stuff isn’t bullshit? – g
tech to augment and extend our capabilities… so initially this in education.. which i loved..
6min – over last several years.. we’ve fetishized over tech.. we’ve given tech agency… as something we lust after and treat as an equal.. i don’t feel comfortable w/tech replacing people cognitively.. and let’s be honest .. it will. our role on earth in cognition is going to be handed off to tech… so.. what’s left for us… that was my post… tech letting us get back to being more human..
i would like to think we’re on the cusp of new human compassion/creativity… let’s stop making us like technology… ie: automate instruction… let’s look at what ways are we unique…
9 min – q: what project moving in that direction today.. a: a number of them…
1\ domain of one’s own – they perform at a systems level, ie: individual, classroom, school, district level..
? deeper .. no?
2\ people like audrey
3\ some new uni’s doing research… on us being more humane in war than in ed tech
15 min – right now.. the people that are more profit driven are more motivated than those trying to create a nother way.. the social justice view is not matched with the profit view..
16 min – we could have any future we want.. we just have to get our shit together..
and perhaps mostly… get rid of shit.. ie: get rid of irrelevant..s… no?
19 min – learners do appreciate structure…
really? i found.. they think they appreciate it.. because they’re used to it. and/or.. yes.. they appreciate it.. if we’re not letting go.. 100%. ie: we’re still insisting on …. learning pathways..
science of people in schools.. ness
a lot of people don’t have time.. or not in their area ..
so yes.. do this first: free people.. (time) to let them follow their whimsy.. that’s the structure..
let’s do this first: free art-ists.
hard to live both … ie: costello law
how to create these pathways.. design level… ie: domain of one’s own..
whimsy. we have to trust whimsy. 7 billion people.
my fav – we socialize our pathway through complex spaces
rev in reverse.. rev of everyday life
generate pathway through people they are interacting with.. and then third way… algorithmic thru content.. i see value… but i like the value of serendipity that social pathway allows..
28 min – daddy – are you talking to yourself..
april 2016 – hangout w stephen –
#NRC01PL Personal Learning MOOC Live Hangout you won’t want to miss – https://t.co/T4Zc1VEHYt – 12 noon eastern – in 40 minutes! @gsiemens
Original Tweet: https://twitter.com/Downes/status/715922160481607680
i want the drudge work out of the way – but personal to me – sd
article – no time to think (article) – so a system that would enable us to do a better job… every time we click a trump/kardashian article we perpetuate it – gs
do the interventions.. enable human choice… agency/confidence/future capabilities… sometimes facing array of options.. best choice today is one that gives you more choices tomorrow.. all of ed is really a big if-then statement… so learning analytics a bit antithetical to that frame.. if all of a sudden metric becomes goal… bunch will engage to game system et al… even more frustrating.. heavy emphasis on dashboard… when it’s actually confusing to many .. so removed from learning experience… instead of dashboard.. send an email.. tie the feedback to a next step.. if we could do that.. learning analytics could play a big roll- gs
? perhaps even better/freer… like you said before.. free time up…
let’s do this first: free art-ists.
so if targets moving all over place .. how do we do analytics beyond what we’ve done to take us to what we should do – sd
? maybe that’s the problem..? maybe we shouldn’t know what’s next.. be told what’s next.. maybe that’s our prep/life.. ie :antifragile, live/embrace entropy/uncertainty
next big start ups will adopt machine learning.. in ed.. it’s going to make a lot of people wealthy.. if this behavior… then next step… gs
automated agents in ed system… problem – we’re meeting ai half way… meeting in the middle.. by making us replace-able.. by making ai something that can be modeled… (not sure who gs was quoting)
on problem i’ve had is getting people to move off topic of data being pre scripted… – sd
how do you take data from 100 000 users of platform when don’t have access to data w/o permission… makes collab a challenge… – sd
need to redo life.. redo data..
we need to re architect.. if we could have everyone writing html’s we’d have a great internet… problem.. we’re trying to architect social platforms just like another layer.. when .. one layer… we want predictability.. need a completely diff framework.. layer we build on top.. social: want ambiguity.. … we’re bringing important arch engineering mindsets we need at a platform layer to bear on things we’re building on top of layer.. mismatch of method to need.. – gs
yeah.. maybe bag the predictable piece… till we get back to us/humans.. with time to think.. no?
We need more criticism of the field – both from researchers and practitioners and I find people like Audrey who are bluntly honest are essential to progressing as a research domain.
At LAK15, I stepped down as founding president of SoLAR. I felt like it was time to go – I’ve seen too many fields where a personality becomes too large for the health of the field. We’ve always emphasized that SoLAR should be a welcoming space where individuals from different disciplines and research interests can find a place to play, to work, to connect. In order for this to happen, fluid processes for getting opinionated people out and new ideas in is important!
My attention is now primarily focused on two areas: developing LA as a field in China and increasing the sophistication of data collection. Recent visits to China, Tsinghua University and Beijing Normal University as well as an Intel LA event in Hangzhou in fall, have made it clear to me that LA is robust, active, and sophisticated in China. In many of the projects and products that I’ve seen, they’re well ahead of where the current state of publishing in English suggests that we are. In conversations with colleagues at Tsinghua, we have agreed to make the development of a research network and academic community in China a key priority.
Secondly, at LINK Research Lab, we have turned our research attention to wearables and ambient computing. As I stated in my keynote at LAK12, increasing and improving the scope and quality of data collection is needed in order to improve the sophistication of our work as a field. Physiological and contextual data will assist in advancing the field, as will a greater focus on social and affective aspects of learning. Cognition is only one aspect of learning. As a consequence, focus on affective, social, meta-cognitive, and process and strategy is required. To get there, we need better, broader data.
what does it mean to be human in a digital age – may 2016
It took us a long time to identify our key research areas and our over-arching research mandate. We settled on these four areas: new knowledge processes, success for all learners, the future of employment, and new knowledge institutions.
Last year, we settled on a defining question: What does it mean to be human in a digital age? So much of the discussion in society today is founded in a fetish to talk about change. The narrative in media is one of “look what’s changing”. Rarely is the surface level assessment explored to begin looking at “what are we becoming?”.
perhaps better – what do we want to become.. and do/be that..
It’s impossible to explore intractable problems meaningfully through many of the traditional research approaches where the emphasis is on reducing to variables and trying to identify interactions. Instead, a complex and connected view of both the problem space and the research space is required.
The stunning scope of change before us provides a rare window to remake what it means to be human. The only approach that I can envision that will help us to understand our humanness in a technological age is one that recognizes nuance, complexity, and connectedness and that attempts to match solution to problem based on the intractability of the phenomena before us.
what’s keeping data anal from making change happen: 1\ed is contested space 2\mass invest based on outcomes 3\single variable solution never work-
attempt to make ed more viable will just make it more numerical
you can think ie: analytics are crap.. but you can’t deny they are influential
you can’t win against free… but you can win in value layers
change doesn’t happen too much… it’s ongoing in society and technologically.. if we want future that embodies our values.. have to participate in short term.. my view.. decisions impacting all of us in a dramatic way.. ie: ways algo’s developed.. policy in institutions.. all attempts to drive change are valuable.. all are equally consequential.. but some have diff impact..
long term unfolding – tech is not something completely by itself.. analytics are not necessarily evil in themselves.. but can favor one view over another… analytics could identify students in need… or to look at metrics to assess what a students learning..
we’re bringing analytics into an ed system that’s not structured the way we want it structured… ie: good profile of learning that learner owns.. computed curriculum.. to support existing learning et al.. we are confined by so many structures that are time based… i don’t see why … part where we’ll see greatest potential.. asking.. which attributes of current system don’t align well.. with current tech..
adaptive learners not adaptive learning
Basically, we have to shift education from focusing mainly on the acquisition of knowledge (the central underpinning of most adaptive learning software today) to the development of learner states of being(affect, emotion, self-regulation, goal setting, and so on). Adaptive learners are central to the future of work and society, whereas adaptive learning is more an attempt to make more efficient a system of learning that is no longer needed.
a system of learning that is no longer needed… perhaps that’s all of what we know of ed..
isn’t an adaptive learner.. simply a curious human.. isn’t that natural..? why are we thinking we have to institutionalize.. educationize.. it/us..?
we do need something .. some mech.. to detox us.. to get us back to that natural state.. of being.. of being adaptive learners.. but that mech has to be temporary.. placebo ..ish… completely letting go of control\ling us
what does it mean to be human in a digital age
It’s impossible to explore intractable problems meaningfully through many of the traditional research approaches where the emphasis is on reducing to variables and trying to identify interactions.
At LINK we’ve been actively trying to distribute research much like content and teaching has become distributed. For example, we have doctoral and post-doctoral students at Stanford, Columbia, and U of Edinburgh. Like teaching, learning, and living, knowledge is also networked and the walls of research need the same thinning that is happening to many classrooms. Learning to think in networks is critical and it takes time, especially for established academics and administrators. What I am most proud of with LINK is the progress we have made in modelling and enacting complex approaches to apprehending complex problems.
? – because students dispersed..?
Sometimes when I let myself get a bit optimistic, I’m encouraged by the prospect of what can become of humanity when our lives aren’t defined by work.
good.. go with that..
adding accountable page this moment (via George):
A critical need. Make algorithms accountable: nytimes.com/2016/08/01/opi…
accountable..? or irrelevant.. to accounting ness
let’s do this first: free art-ists.
To make a process more efficient that shouldn’t be done at all is a waste of time.
One of the most important developments for the education system of today—over the last 100 years—has been the development of data-centric models to understand learner performance and teacher activity.
It just gives us this terrific opportunity to make a system that is more humane, more reflective of the needs of individuals, and that legitimately helps this current generation of student realize that broader goals of being part of something that matters rather than something that pays
getting away from – voluntary compliance (dev) ness.. manufactured consent.. et al
NikPeachey (@NikPeachey) tweeted at 4:41 AM – 15 Sep 2016 :
‘Our Technology Is Our Ideology’: George Siemens https://t.co/B3vtKh2oFD #edreform #elt #esl #edtech #mooc #sole https://t.co/5873Y8rpGd (http://twitter.com/NikPeachey/status/776370458526703616?s=17)
Throughout his various projects, of which there are too many to track, he focuses on education’s potential to develop the capabilities that make humans unique. Affect, self-awareness and networking abilities are all traits that separate mankind from machines and will be important for work and life in an increasingly automated world.
rather…let unique humans develop whatever Ed is
technologies encourage more self-driven, open-ended exploration—skills that Siemens says are increasingly important for humans to function in their careers and society. On his blog, he’s opined that most adaptive software focuses on knowledge acquisition instead of helping students in learning to think and function in modern soc
Colleges are increasingly using adaptive technology in large online or blended courses to help students learn at their own pace. But while these solutions make learning more efficient, they’re perpetuating an outdated form of learning, Siemens says.
ie:how to get around irrelevant B…?…um..cheating/collab ing over irrelevant s
“You’ve made a process efficient that would make an awesome, productive employee in the 1960s, but you haven’t developed the mindsets, the networking capabilities and so on that you need for an individual—not just an employee, but a member of society—in 2020. To make a process more efficient that shouldn’t be done at all is a waste of time.”
and perpetuating..this s process for learning things that might not be waste if time… to you…. today
To some, that kind of thinking equates to putting the cart before the horse. “You can’t be an adaptive learner if you don’t know anything,” says Rory McGreal, a professor in the Centre for Digital Learning at Athabasca University. He says learners need to master content and skills before they can move on to “higher-order” functions like creative thinking.
“In order to be creative, you have to have skills behind that. I think you teach creativity by giving facts and showing how to do things.”
McGreal, who’s worked alongside Siemens at Athabasca, cautions against putting the learner at the center of education conversations. “This focus on the learner is a big mistake. We should look at the whole learning system and how it works—the learner, teacher, technologist, administration, community.”
oh my.. yes.. concepts/skills.. build.. but not only diff ways for diff people.. you grok them when they come via your whimsy.. that’s why granny’s work.. that’s why apprenticeships et al work.. that’s why unschool parenting works..
otherwise.. there is some compromise.. and if compromise.. building block for cancer.
messing with dna/rna ness
Our ability to look at the “learning system” and see how it works is getting better by the day. Learning analytics tools now track the digital breadcrumbs that students leave everywhere from signing up for meal plans to completing online homework assignments.
how does learning something you didn’t choose to learn compare to learning something you can’t not learn..
seems it matters little how much data/analytics we collect on this – *un\natural learning process
*signing up for meal plans.. completing hw assignments… any of this is un natural.. so too is finding cure for cancer or doing biofuel generator or whatever.. if we didn’t choose it.. that day
partial freedom is no freedom – krishnamurti
Siemens says rich data about students is a game changer for higher education. “One of the most important developments for the education system of today—over the last 100 years—has been the development of data-centric models to understand learner performance and teacher activity.”
performance – of un natural (or whatever term) activity.. and what does teacher activity mean.. point blank.. but also in the realm of teaching something compulsory..
we’re getting so good at stuff that is killing us – us as in … humanity.
what’s worse.. is we have the means to change that today.. ie: mech simple enough to detox all of us..
Most universities have yet to use this data in meaningful ways though, he adds. Institutional leaders might be excited about the potential for data solutions like early warning systems that indicate whether students are at risk of dropping out of a course. But most of them need to do a better job of understanding how these systems work and what kinds of data they’re capturing.
holy crap.. this is the data we care about.. if we care about humanity..? if kid will drop out of course.. worse yet.. studying how to keep them in..
Say a company promises its solution reduces the dropout rate among first-generation students by 15 percent; Siemens argues that the university should be able to look at the company’s data—and algorithms that use the information—to understand how this happens, and to make sure the product does what it claims. Otherwise, there’s an “imbalance of power” that leaves universities—and researchers like himself—in the dark, he says.
so unbelievable.. or i guess.. explaining why.. we still haven’t gotten to equity
makes guy saying – our pre req is how many uni’s you’ve dropped out of – while i don’t like measuring via uni anything.. at least seeing bravery to say – i don’t fit here.. and i know i can quit..
He says right now, universities are experiencing an “enormous unbundling.”
we need ginorm small for humans
But that’s not what Siemens is excited about. He’s interested in the rebundling of higher education.
The rebundling, which according to Siemens hasn’t happened yet, will upend the university’s role as a gatekeeper of knowledge. Instead, he’s hopeful that putting the pieces of higher ed back together and rearranging them will create new networks of learning that encourage students to think beyond any one discipline or career path.
if serious.. about those words.. in the city. as the day. host life bits
“It just gives us this terrific opportunity to make a system that is more humane, more reflective of the needs of individuals, and that legitimately helps this current generation of student realize that broader goals of being part of something that matters rather than something that pays.”
use of ‘student’ here makes me think vision is still of some package deal..
vconnecting video from wearables conf
4 min – range of wearables.. looks at relationship between self-control and academic performance.. life satisfaction.. being able to moderate self-control through heart rate..
5 min – pulling together diff data sources form wearables.. for physiology
rebecca – data collection w/observation – who won award..
pentland – sociometric devices.. social physics.. we can monitor/map social interactions/engagements.. from mit
6 min – e4 – what we’ve been using – all the talk of wearables.. and not a lot of innovation.. ie: clunky badges from pentland..
what about tattoos..?
give me a holler george.. or a response.. love to tell you about some crazy innovation.. wear it or not..
8 min – q: how do you measure engagement a: first have to define what engagement means.. i think worth emphasizing.. why is our eye trusted more than psychophysiological metrics.. i think because we have a more experiential relationship with eyes.. but not very measurable..
perhaps.. what can’t be measured.. is what matters.. and perhaps trust can’t have anything to do with measurement..
9 min – most ed research is shit.. irrelevant.. then we whine because marginalized.. because not doing important work.. not asking important questions..
10 min – maha: a lot of ed research irrelevant because not done by educators
11 min – maha: tool that tries to measure emotions..
14 min – link lab study at museum.. ages 7 to death.. ie: have task.. self-regulation proven to have impact on academic/financial success
lovely – what if that’s not us george..
15 min – it’s not your heart rate.. but change in heart rate… my self-reg sucks.. so how do i change that.. ie: if i would normally want to punch someone..
i’m thinking.. have to go deeper than that
16 min – can’t just tell students to be free
19 min – contemplative science/practices awaken/allows us to get out of stream of urgent and start to (exist) at a plane of more important things which are disconnected from time/emotions..
still have those people in a box/class though.. again.. great to have time to contemplate.. but not if allowed to be in your room/space.. and still called.. ie: student..
20 min – humanity as a species has the ability to do the wrong things very consistently.. if you in class.. not good for an in practice tool.. i’m quite uncomfortable with nudging.. so i’m very confident that we’ll fuck it up
yes.. because we keep insisting we stay in box and be nudged.. why have not yet
22 min – the way data is stored.. in student info system and in lms system.. won’t talk..
not to mention.. knowing data stored in school ish setting.. huge raised eyebrow… not us
23 min – problem around data access..
26 min – only thing that makes sense to me (on losing legacy data).. in the world we live.. is a learning analytic architecture..that you treat like wordpress. where can activate social anal..coherence of text..conceptual understanding….
29 min – most academics/educators who have strong qual bias.. do so because scared of quantitative anal
i agree maha..
more because perhaps.. can see/know quantitative is not us/true/legit..
30 min – why bias exists.. we’re talking limitations of ed research..like it or not we’re in a digital world.. and digit world is quantifiable… once in digital world..*you have to be quantified..
*only if we still perpetuate inspectors of inspectors..
31 min – each era has a match and a mismatched. now.. qual research is more critical than ever.. but fundamentally mismatched to needs of society..
33 min – that and is something .. enables to be self-controlled/actualized.. brings in back end of big old data impact..
why we need to and this.. with gershenfeld something else law.. rather than with more measuring.. ness
34 min – just cause you can quantify something doesn’t mean there’s any value..
or that it’s accurate.. about humanity..
important implication.. *quantitative/data-centric.. can tell us what exists.. qualitative can tell us why exists .. interventions are what allow us to alter nature of what exists..
science of people – we have no idea
even qualitative is more quantitive.. a decade ago.. ie: ease of coding.. reality that greater digitization greater we get down to fully quantitative future..
sure hope i’m misunderstanding him..
Continuing the @blog.mahabali.me/blog/social-re…convo w @ on edu research approaches + use of data
to make something measurable you alter it to the point where it may no longer be recognizable.
Stunning to think of revisiting all aspects of society in light of artificial intelligence: law, social norms, medicine, education #
systemic ness.. yes.. but doesn’t look like they’re getting there..
can’t just spin ai/chip ness on same data sets
Intel claims to power 94% of all AI systems in 2016. #
then found this
Hear that, Nvidia? @ says by 2020 Intel will have 100x the DL training performance of today’s best GPUs.
and then.. (besides above fighting) another sign we’re missing it.
I wish my superpower was the ability to mute babies and children within a 500m radius. I’d be known as MuteMan and I’d be very popular.