Joho the Bloged Archives - Joho the Blog

June 3, 2015

[liveblog] Walter Bender

Walter Bender of SugarLabs begins by saying “What I’m all about is tools.” “The character of tools shapes what you can do.” He’s an advocate of “software libre” that lets the user be the shaper. That brings responsibility, which Walter wants to celebrate.

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.

He’s going to talk about http://turtle.sugarlabs.com

He goes back to Papert and Cynthia Solomon who in the late 1960s invented Logo. Fifty years ago. Then Jobs and Gates gave us babysitting: sw was there to be used, not an environment for creating ideas. You have to be given the tools and the knowledge.

In 1971, Papert and Solomon wrote “Twenty things you can do with software.” Walter today is going to give us a sense of the breadth of things you can do with software:


  • Using Turtle Blocks to draw interesting shapes, or create a paint program or paint with noise or attach pen size to time. “Once it belongs to you, you’re responsible for it it. And then it has to be cool, because who wants to be responsible for something that’s not cool?”


  • Challenges and puzzles


  • Add sensors, cameras, etc., create aa burglar alarm that photos the burglar


  • measure gravitational acceleration


  • Continent game written by a third grader


  • Build a robot


  • Model math


  • Collaborate across the network in a multimedia chat program


You can even extend the language. You can export your program into another programming language. A child wrote an extension to the language to download maps.

Turtle Blocks tries to make the learning visible to the learner — statistics about what the learner is doing, etc.

It’s got to be easy enough that you’ll try it, but it has to be hard if you’re going to learn. Many tools have low floors to enable easy entry but they also have low ceilings.

“Debugging is the greatest oppportunity for learning in the 21st century.” (Walter ties this idea to Cynthia Solomon.)

What motivates people: autonomy, a sense of mastery, and having a sense of purpose.

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[liveblog] Renee Hobbs on teachers as creators

Renee Hobbs from the Harrington School of Comm and Media is giving a talk about teachers as makers.

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.

The myth of the digital native has hurt teachers and students alike. Students come into classrooms feeling superior. Teachers think the students already know how to use tech.

The concept of literacy is changing. It means being able to go out in the world and do something. That means educators who have to learn concepts like open access, multitasking, transmediation, identity, curation, play. We have to think about who owns our data, how our community is represented, addiction, displacement, and propaganda. And there are more and more “stakeholders.”

There’s a big opportunity to connect culture and the classroom. E.g. minecraft. E.g., analyzing the news. Vital to make connections between school and the world. Popular culture is an important tool for connecting and relevancy. We need to make the “stand and deliver” method obsolete.

There is an art to creating a digital literacy learning environment. Renee has encountered several archetypes:

Teacher 2.0 helps students use media and tech to connect with and learn from others as networked digital citizens. Another teacher is a “spirit guide”: help students use media to support their social and emotional well-being.

So Renee’s group developed a “horoscope”: questions that show what sort of teacher you are, eg., trendsetter, taste-maker, watchdog. (see powerfulvoicesforkids.com), etc.

When teachers become media creators, they gain confidence. It’s important for them to learn how to use the relevant tools. E.g., a couple of teachers made a video about “how to solve a maht problem.” Another made a short video of children helping someone across the street. Another used Screencast-o-matic to capture interaction with a google doc to share a lesson plan. The teachers eventually got more playful and fun.

As teachers became more comfortable as media creators, they were better able to connect to students as creators.

“The same way that music is not in the piano, learning is not in the device.”

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[liveblog] Jeremy Roschelle

Jeremy Roschelle is at Stanford Research leading the Center for Innovative Research in Cyberlearning (Circlcenter.org) 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

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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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