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June 3, 2015

[liveblog] Jeremy Roschelle

Jeremy Roschelle is at Stanford Research leading the Center for Innovative Research in Cyberlearning ( is going to talk about cyber-learning. But first he asks to take a deep breath and reimagine learning.

He shows images of places of learning. “What tech we think is good for leaning depends on what we think learning looks like.” Therefore, we need to imagine learning, not tech.

To advance education we need to advance both the science of deep learning and tech.

Jeremy studied with and was inspired by Seymour Pappert.

Learning sciences teach us some principles:

  • Learning is social, and we must design supports for collaboration

  • Learning is multi-representational: it’s important to onnect stories and pictures, and connect the everyday and the symbolic, and enable children to see the meaning among these

  • Learning is in a situation: Take advantage of the setting, the people, the physical world, not only the tech


[liveblog] Ronen Sofer from Intel

Ronen Sofer from Intel shows a video that is in favor of education.

NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. Listening through a translator. You are warned, people.

How do we connect tech and people? [He gives a post-ironic spiel, mocking typical industry pitches.] But the real challenge in “going beyond the screen.”

So far, the screen has been an interactive text book. Very structured. Visually rich. How to get closer to personal tutoring.

Barriers: 1. Sensing, recognizing and understanding me; 2. Reacting and reasoning

What Intel can offer:

  • Perceptual computing

  • RealSense enable detection of faces, expressions, sentiment, etc.

  • PerC Avatars: avatars that mimic your expressions

  • Physical activity context – fitbit-ish

  • understanding of time: when is the optimal time for studying

  • Makerspace stuff

  • Natural language, cognitive computing, connected classroom, KNO content management for ed

  • RealSense + Scratch (RealScratch)

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[liveblog] Yoram Yaacovi on Hololens

Yoram Yaacovi from Microsoft talks about Hololens and shows an awesome video. Maybe this one.

Imagine, he says, being at home but seeing the people next to you in the classroom. Also: collaboratie prototyping. Interactive whiteboards. Expanded user interfaces. Design for Reparability.

He shows a supercool video of an educational use.

He doesn’t know when it will be available.

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[liveblog] Todd Revolt on AR

Todd Revolt is worth Meta. It has 70 people. It’s shipping a Meta 1 developer kit. You use common hand gestures to manipulate virtual things.

He shows a video of people wearing Oculus Rifts in the real world and failing to navigate. Instead, Meta wants you to be together with people in the real world.

With augmented reality, he says, people know how to work it without training. Examples:

Fourth largest cause of death in the US: medical error. But with AR we can do more useful simulations. You can see the vital signs and the next steps in the procedures.

Princess Leia standing on your clipboard.

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[liveblog] Miriam Reiner on VR for learning

Miriam Reiner is giving a talk on virtual reality. Her lab collects info about brain activity under VR to create a model of optimal learning.

NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. You are warned, people.

Her lab lets them provide sensory experiences virtually: you can feel water, etc. New haptic interfaces. There’s a kickstarter project for an Oculus Rift that lets you smell and feel a breeze and temperature.

They also do augmented reality, overlaying the virtual onto the real.

A robot she worked with last year suffers from the uncanny valley. Face to face is important. “Only 10% of information is conveyed through words.”

In an experiment, they re-created a student virtually and had her teach another student how to use a blood pressure machine.

VR can help us understand what learning is. And enhance it.

Exxample: A human wears electrodes. As she plays a VR game, her brain activity is recorded. They measured response times to light, auditory, and haptic signals, Auditory was fastest. But if you put all three together, the response time goes down dramatically. What does this mean for learning? We should find out. It looks like multi-modal sensation increases learning.

If you learn something in the morning, and they test you over the next few days, your memory of it will be best after sleep. Sleep consolidates memory. If you can use neuro-feedback perhaps we can teach people to do that consolidation immediately after learning. Her research suggests this is possible.

“The advantage of vVR is not just in creating worlds that do not exist. For the first time we have a mthod to organize and enhance learning.”

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[livebog] Avi Warshavski

Avi Warshavski begins with a stock image of young people smiling at a computer screen. He points out that they’re all smiling, as if in an ad. There’s racial and gender balance. And they’re all looking at a screen. Having one object on whih we all focus is an old idea. He shows an old Roman frieze. Everyone is looking at a scroll.

Now we are in physical spaces, he says, not just brains that sit and learn: Maker movement, Internet of Things, Oculus Rift (which isn’t physical space, of course)…

NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. And I’m getting this through a translator. You are warned, people.

He cites HD Thoreau saying that it’s great that everyone in the country can now communicate “but Maine and Texas, it may be, have nothing important to communicate.” We now have forms of communication that go beyond text on a screen. E.g., drones began with DIY makers who created open source software. Mary Meeker last week showed the incredibly steep growth in the drone market.

During the two day hackathon, a producer created a video of it, using one of the drones. (He shows a video of the hackathon — impressive job, especially given that it was done overnight.)

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[liveblog] Shaping the future: Minister of Ed

I am at an event in Tel Aviv called “Shaping the Future,” put on by the Center for Educational Technology; I’m on the advisory board. (I missed the ed tech hackathon that was held over the past two days because of a commitment to another event. I was very sorry to miss it. From all reports it was a great success. No surprise. I’m a big fan of Avi Warshavski, the head of MindCET, CET’s ed tech incubator.)

NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. And I’m hearing this through a translator. You are warned, people.

The minister of ed, Naftali Bennett, is speaking. He’s a tech entrepreneur ( and also a right winger).

He begins by saying his son helped him fix his home wifi. A hundred years ago, that wouldnt have been possible because here was a monopoly on info, and it didn’t move from child to parent. We are in a time of radical change of reality. The changes in tech go beyond the changes in tech. E.g., the invention of the car also created suburbs.

Tech is not a spice for ed, a nice addition. There’s a transformative possibility. Israel went from 30K grads of a math exam to 9K. This is a threat to Israel, to develop Iron Domes, to win nobel prizes. We’re analyzing the issue. There are many hundreds of schools that don’t allow math ed sufficient for passing this test at the highest level. Few make it through MOOCs. It’s not going to work on its own.

The answer? I don’t know. Trial and error. We’ll fail and succeed.

Take a school with no qualified math teacher. What if we have a MOOC, online courses? The class will teach itself. The teacher will be a coach, facilitator, a motivator. But you need a self assurance on the part of the teacher. The teacher does not know the material. It’s a bungie jump for the teacher. The chain will be measured not by the weakest link but the strongest link. Success will be measured by the average. The 2-4% will get the material through the online materials. Then, just like butterflies, they will teah the other students. The students just has to connect the students. You don’t come to the teacher to ask what is the solution. The teacher says, “I don’t know. Let’s work on this together.” In Judaism, we call this “havruta”[1]: sitting together in a group studying Talmud. We can join online courses with the Jewish idea of studying in a group. Connect the two and who knows what the outcome will be?

We now need teachers who are willing to dare. In the next year we’ll have all sorts of experimentation. No one knows if we’ll succeed .Wherever it’s success we’ll carry on with this.

[1] Thanks to Jay Hurvitz for correcting the Hebrew word. He adds: “Some of us prefer to write it – “khavrutah” – ?????? – from the root for both friendship and joining.”

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November 24, 2014

[siu] Accessing content

Alex Hodgson of ReadCube is leading a panel called “Accessing Content: New Thinking and New Business Models or Accessing Research Literature” at the Shaking It Up conference.

NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. You are warned, people.

Robert McGrath is from ReadCube, a platform for managing references. You import your pdfs, read them with their enhanced reader, and can annotate them and discover new content. You can click on references in the PDF and go directly to the sources. If you hit a pay wall, they provide a set of options, including a temporary “checkout” of the article for $6. Academic libraries can set up a fund to pay for such access.

Eric Hellman talks about Everyone in the book supply chain wants a percentage. But free e-books break the system because there are no percentages to take. “Even libraries hate free ebooks.” So, how do you give access to Oral Literature in Africain Africa? ran a campaign, raised money, and liberated it. How do you get free textbooks into circulation? Teachers don’t know what’s out there. is creating MARC records for these free books to make it easy for libraries to include the. The novel Zero Sum Game is a great book that the author put it out under a Creative Commons license, but how do you find out that it’s available? Likewise for Barbie: A Computer Engineer, which is a legal derivative of a much worse book. has over 1,000 creative commons licensed books in their collection. One of’s projects: an author pledges to make the book available for free after a revenue target has been met. [Great! A bit like the Library License project from the Harvard Library Innovation Lab. They’re now doing Thanks for Ungluing which aggregates free ebooks and lets you download them for free or pay the author for it. [Plug: John Sundman’s Biodigital is available there. You definitely should pay him for it. It’s worth it.]

Marge Avery, ex of MIT Press and now at MIT Library, says the traditional barriers sto access are price, time, and format. There are projects pushing on each of these. But she mainly wants to talk about format. “What does content want to be?” Academic authors often have research that won’t fit in the book. Univ presses are experimenting with shorter formats (MIT Press Bits), new content (Stanford Briefs), and publishing developing, unifinished content that will become a book (U of Minnesota). Cambridge Univ Press published The History Manifesto, created start to finish in four months and is available as Open Access as well as for a reasonable price; they’ve sold as many copies as free copies have been downloaded, which is great.

William Gunn of Mendeley talks about next-gen search. “Search doesn’t work.” Paul Kedrosky was looking for a dishwasher and all he found was spam. (Dishwashers, and how Google Eats Its Own Tail). Likewise, Jeff Atwood of StackExchange: “Trouble in the House of Google.” And we have the same problems in scholarly work. E.g., Google Scholar includes this as a scholarly work. Instead, we should be favoring push over pull, as at Mendeley. Use behavior analysis, etc. “There’s a lot of room for improvement” in search. He shows a Mendeley search. It auto-suggests keyword terms and then lets you facet.

Jenn Farthing talks about JSTOR’s “Register and Read” program. JSTOR has 150M content accesses per year, 9,000 institutions, 2,000 archival journals, 27,000 books. Register and Read: Free limited access for everyone. Piloted with 76 journals. Up to 3 free reads over a two week period. Now there are about 1,600 journals, and 2M users who have checked out 3.5M articles. (The journals are opted in to the program by their publishers.)


Q: What have you learned in the course of these projects?

ReadCube: UI counts. Tracking onsite behavior is therefore important. Iterate and track.

Marge: It’d be good to have more metrics outside of sales. The circ of the article is what’s really of importance to the scholar.

Mendeley: Even more attention to the social relationships among the contributors and readers.

JSTOR: You can’t search for only content that’s available to you through Read and Register. We’re adding that. started out as a crowdfunding platform for free books. We didn’t realize how broken the supply chain is. Putting a book on a Web site isn’t enough. If we were doing it again, we’d begin with what we’re doing now, Thanks for Ungluing, gathering all the free books we can find.

Q: How to make it easier for beginners?

Unglue .it: The publishing process is designed to prevent people from doing stuff with ebooks. That’s a big barrier to the adoption of ebooks.

ReadCube: Not every reader needs a reference manager, etc.

Q: Even beginning students need articles to interoperate.

Q: When ReadCube negotiates prices with publishers, how does it go?

ReadCube: In our pilots, we haven’t seen any decline in the PDF sales. Also, the cost per download in a site license is a different sort of thing than a $6/day cost. A site license remains the most cost-effective way of acquiring access, so what we’re doing doesn’t compete with those licenses.

Q: The problem with the pay model is that you can’t appraise the value of the article until you’ve paid. Many pay models don’t recognize that barrier.

ReadCube: All the publishers have agreed to first-page previews, often to seeing the diagrams. We also show a blurred out version of the pages that gives you a sense of the structure of the article. It remains a risk, of course.

Q: What’s your advice for large legacy publishers?

ReadCube: There’s a lot of room to explore different ways of brokering access — different potential payers, doing quick pilots, etc.

Mendeley: Make sure your revenue model is in line with your mission, as Geoff said in the opening session.

Marge: Distinguish the content from the container. People will pay for the container for convenience. People will pay for a book in Kindle format, while the content can be left open.

Mendeley: Reading a PDF is of human value, but computing across multiple articles is of emerging value. So we should be getting past the single reader business model.

JSTOR: Single article sales have not gone down because of Read and Register. They’re different users. Traditional publishers should cut their cost basis. They have fancy offices in expensive locations. They need to start thinking about how they can cut the cost of what they do.

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November 18, 2014

[2b2k] Four things to learn in a learning commons

Last night I got to give a talk at a public meeting of the Gloucester Education Foundation and the Gloucester Public School District. We talked about learning commons and libraries. It was awesome to see the way that community comports itself towards its teachers, students and librarians, and how engaged they are. Truly exceptional.

Afterwards there were comments by Richard Safier (superintendent), Deborah Kelsey (director of the Sawyer Free Library), and Samantha Whitney (librarian and teacher at the high school), and then a brief workshop at the attendees tables. The attendees included about a dozen of Samantha’s students; you can see in the liveliness of her students and the great questions they asked that Samantha is an inspiring teacher.

I came out of these conversations thinking that if my charter were to establish a “learning commons” in a school library, I’d ask what sort of learning I want to be modeled in that space. I think I’d be looking for four characteristics:

1. Students need to learn the basics (and beyond!) of online literacy: not just how to use the tools, but, more important, how to think critically in the networked age. Many schools are recognizing that, thankfully. But it’s something that probably will be done socially as often as not: “Can I trust a site?” is a question probably best asked of a network.

2. Old-school critical thinking was often thought of as learning how to sift claims so that only that which is worth believing makes it through. Those skills are of course still valuable, but on a network we are almost always left with contradictory piles of sifted beliefs. Sometimes we need to dispute those other beliefs because they are simply wrong. But on a network we also need to learn to live with difference — and to appreciate difference — more than ever. So, I would take learning to love difference to be an essential skill.

3. It kills me that most people have never clicked on a Wikipedia “Talk” page to see the discussion that resulted in the article they’re reading. If we’re going to get through this thing — life together on this planet — we’re really going to have to learn to be more meta-aware about what we read and encounter online. The old trick of authority was to erase any signs of what produced the authoritative declaration. We can’t afford that any more. We need always to be aware the what we come across resulted from humans and human processes.

4. We can’t rely on individual brains. We need brains that are networked with other brains. Those networks can be smarter than any of their individual members, but only if the participants learn how to let the group make them all smarter instead of stupider.

I am not sure how these skills can be taught — excellent educators and the communities that support them, like those I met last night, are in a better position to figure it out — but they are four skills that seem highly congruent with a networked learning commons.


October 24, 2014

[clickbait] Copyright is sodomy

A year ago, Harold Feld posted one of the most powerful ways of framing our excessive zeal for copyright that I have ever read. I was welling up even before he brought Aaron Swartz into the context.

Harold’s post is within a standard Jewish genre: the d’var Torah, an explanation of a point in the portion of the Torah being read that week. As is expected of the genre, he draws upon a long, self-reflective history of interpretation. I urge you to read it because of the light it sheds on our culture of copyright, but it’s also worth noticing the form of the discussion.

The content: In the Jewish tradition, Sodom’s sin wasn’t sexual but rather an excessive possessiveness leading to a fanatical unwillingness to share. Harold cites from a collection of traditional commentary, The Ethics of Our Fathers:

“There are four types of moral character. One who says: ‘what is mine is mine and what is yours is yours.’ This is an average person. Some say it is the Way of Sodom. The one who says: ‘what is mine is yours and what is yours is mine,’ is ignorant of the world. ‘What is mine is yours and what is yours is yours’ is the righteous. ‘What is mine is mine and what is yours is mine’ is the wicked.”

In a PowerPoint, it’d be a 2×2 chart. Harold’s point will be that the ‘what is mine is mine and what is yours is yours.’ of the average person becomes wicked when enforced without compassion or flexibility. Harold evokes the traditional Jewish examples of Sodom’s wickedness and compares them to what’s become our dominant “average” assumptions about how copyright ought to work.

I am purposefully not explaining any further. Read Harold’s piece.

The form: I find the space of explanation within which this d’var Torah — and most others that I’ve heard — operates to be fascinating. At the heart of Harold’s essay is a text accepted by believers as having been given by God, yet the explanation is accomplished by reference to a history of human interpretations that disagree with one another, with guidance by a set of values (e.g., sharing is good) that persevere in a community thanks to that community’s insistent adherence to its tradition. The result is that an agnostic atheist like me (I’m only pretty sure there is no God) can find truth and wisdom in the interpretation of a text I take as being ungrounded in a divine act.

But forget all that. Read Harold’s post, bubbelah.


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