How learn if robots run the world?
Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has made rapid progress and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.
Computers & incremental creativity
As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” — and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,”. We can believe that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.
The role of educators
“The role of the educator is to channel and guide what is fundamentally an improvisational process”. Education has to focus on learning how to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating. In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.
To produce more creative thinkers
Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said R. Keith Sawyer, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.
Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.
An incremental learning model
To arrive at an improvisational classroom, educators can move away from an instructional model for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.
But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.
Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the ability to build new knowledge in new situations. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.
Every teacher as creative professional
Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.
“It’s going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.
- If robots will run the world what should student learn (kqed.org)
- Let’s Hire Robots Instead of Human Teachers (jcsprenger.com)
- Robots to ‘Teach’ in Experiments in New York and California (theepochtimes.com)
- Gates Foundation wants cameras in every classroom – to help, of course (notthesingularity.com)
- 5 Practical Uses of Social Media in the Classroom (revolutionarypaideia.com)
In 2013, French government is trying to find a way to push France to be more innovative. France is considered a moderately innovative country in Europe (see more details with the previous article TOP4 Leaders in Europe). French government is focusing on education aspect: how to infuse the spirit of innovation at school?
Art and Engineering Can Co-Exist
At the beginning, people thought she was nuts. Sue Mellon, working in United States, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7th and 8th graders could develop a deeper understanding of poetry by playing around with robotics.
“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.
Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, students made 21st-century dioramas with robotic tool kits containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program Audacity—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.
Critical for Innovation
The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. Researchers are finding that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a 2010 IBM survey, 1,500 CEOs identified creativity as a top leadership competency of the future.
At a professional development event for local superintendents, the participants had all read Daniel Pink’s book, “A Whole New Mind,” and then Pink came in to discuss the importance of creativity. An executive director of state agency that support the Sue Mellon’s school, spoke to the participants about the importance of “right-brain qualities” like empathy and inventiveness. “The message was loud and clear, and that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”
See more details on original article
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