Innovation alert: World’s first 3D printed canal house in Amsterdam — from freshome.com
…and, as usual, technology itself can be used for good or bad…here’s the far less appealing side of the coin (at least to me):
On 03/21/2013,
in 3D, architecture, engineering, Europe, innovation, science, the downsides of how people use tech,
by Daniel Christian
On 02/05/2013,
in biology, chemistry, engagement / engaging students, lifelong learning, physics, science, social learning / networks,
by Daniel Christian
Also see:
- Science cafes offer a sip of learning — from reuters.com by Barbara Liston — with thanks to Annie Murphy Paul (@anniemurphypaul) who used twitter to ask: Americans resist studying science in school, but they flock to “science cafes” on their own time. What gives?
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Excerpt:
(Reuters) – Americans may be turning away from the hard sciences at universities, but they are increasingly showing up at “science cafes” in local bars and restaurants to listen to scientific talks over a drink or a meal.
On 12/03/2012,
in 21st century, A/V -- audio/visual, collaboration, education technology, emerging technologies, engagement / engaging students, future, human-computer interaction (HCI), interactivity, K-12 related, learning spaces, mathematics, multi-touch, science, smart classrooms, UK,
by Daniel Christian
To boldly go where no pupils have gone before — from scienceomega.com by James Morgan
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Excerpt:
The researchers behind the design of so-called ‘Star Trek classrooms’ have discovered that multi-touch, multi-user desks can boost pupils’ skills in mathematics. The inter-disciplinary team from Durham University, whose findings have been published in the journal Learning and Instruction, found evidence to suggest that children who used smart desks to complete mathematical exercises benefited more than those who completed their tasks on paper.
During the course of a three-year project known as SynergyNet, the researchers have worked with more than 400 pupils, predominantly aged between eight and 10. The team’s latest results show that collaborative learning, such as that facilitated by touchscreen desks, increases learners’ mathematical fluency and flexibility. Moreover, the researchers are confident that the technology that they have developed could also be used to improve learning across other subject areas.
Also see:
On 11/27/2012,
in chemistry, cloud-based computing / apps / other cloud-related, digital storytelling, education technology, innovation, journalism, robotics, science,
by Daniel Christian
An interesting augmented reality app:
Some other innovative apps:
- Nuclear — with thanks going out to Mr. Steven Chevalia for this find/resource
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- Solar Walk — with thanks going out to Mr. Steven Chevalia for this find/resource
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- The Wider Image from Reuters — with thanks going out to Mr. Steven Chevalia for this find/resource
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From DSC:
Publishers — take a look at what Reuters is doing here; consider offering such a constantly up-to-date stream of content that fills up digital “textbooks.”
Addendum:
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Note Anytime – Write stylish notes, mash up handwritten text or typed text with photos and high resolution graphics; scale from a piece of paper to a whiteboard, then output to your favorite social networks. Take a Note Anytime! By MetaMoJi Corporation
On 08/24/2012,
in art, drama/theater, faith, geography / geology, hearts -- matters of the heart, history, K-12 related, languages and translation, pedagogy, real-world assignments, relationships, religion, science, teaching & learning, technology (general),
by Daniel Christian
Excerpt:
The site presents teaching examples—for both elementary and secondary classrooms—from a range of subjects: art, cooking, dance, technology, drama, English, environment, geography, history, technology, math, foreign/second language, music, physical education, health, Bible class and science. (There are also categories titled “teacher,” “tests” and “topics.”)
Each example leads off with a question: “What if a grammar lesson challenged selfishness?” “What if success in math depended upon forgiveness?” “What if history could inspire students to love their city?” The site also provides tabs labeled “The Approach,” “Training,” “Big Picture,” and “Information,” where teachers can learn how to apply what they’ve learned in their classrooms.
“The website helps teachers ask key questions and make strategic decisions, not only about what to teach but about how to teach,” said Matt Walhout, Calvin’s dean for research and scholarship. “It relates specific topics like language, history, and math to the overarching Christian principles of faith, hope, and love.”
Also see:
On 08/23/2012,
in entrepreneurship, science,
by Daniel Christian
Transforming scientists into entrepreneurs –– from Inc.com by Steve Blank
Our nation’s research labs hold a wealth of untapped innovation. But how do you bridge the gap between science and start-up?
Also see:
- Tech camps aim to cultivate teen entrepreneurs –– from Inc.com by Maeghan Ouimet
Several programs offer kids with an interest in tech an opportunity to begin developing start-up skills.
. - How colleges are becoming entrepreneurial — from techcrunch.com by Dan Schawbel
Excerpt:
Colleges are starting to become startup incubators by offering a variety of classes and programs in order to help students pursue their entrepreneurial ambitions. This is good news for students because employers feel that they should gain entrepreneurship experience before graduating. Many professors are current or former entrepreneurs who act as mentors to students and teach them critical marketing, sales, and operation skills.
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Students from entrepreneurship programs are creating their own future through their companies instead of having to apply to jobs.
On 08/17/2012,
in Europe, future, global / globalization, interactivity, policy, research, science, society, technology (general), vision/possibilities,
by Daniel Christian
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Also see:
- Scientists aim to predict the future with $1 billion Earth simulator — from dvice.com
Excerpt:
Imagine what would happen if you had a computer program that could take in data from sensors everywhere on Earth and then plug that data into a detailed simulation for the entire Earth all at once. If you’re imagining being able to predict the future, you’re imagining correctly, and E.U. researchers want to make it real.The Living Earth Simulator is a billion-dollar proposal to spend ten years developing a computer environment that can simulate everything. And not just simulate, but also explore predictive models of how everything going on in the world interrelates with everything else, deriving connections and correlations that we never knew existed.
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In order to get that billion dollars, the Living Earth Simulator has to beat out four other future and emerging technologies projects that are all trying to win funding from the European Commission.
On 05/14/2012,
in digital learning, digital video, online media, science, STEAM-related,
by Daniel Christian
About:
American school children need better educational opportunities and more compelling forms of exposure to science, technology, engineering and math (STEM)—and to the people who work in these fields. Less than 5% of all university degrees awarded in the U.S. are in engineering (compared to 45% in China and 12% in Europe); only 0.8% of these degrees are being earned by women and 0.6% by underrepresented minorities. Further, 69% of U.S. public school students in 5th through 8th grade are taught mathematics by a teacher without a degree or certificate in mathematics: 93% are taught physical sciences by a teacher without a degree or certificate in the physical sciences. This crisis in STEM education is colliding with, and being compounded by, grim economic realities in most U.S. states. As a country, we are poised to expend fewer resources on one of our most pressing long-term educational and economic challenges. The National Academies have likened this crisis to a rapidly approaching, category-5 hurricane.
MIT has a unique relationship to these issues. We don’t have a STEM problem. As a world leader in engineering and science education and research we continue to attract a strong, diverse, and technically superb applicant pool. Half our undergraduate students choose to major in engineering; half are women; and a quarter are under-represented minorities. Moreover, because of our need-blind admissions policy, 19% of undergraduates in our most recent class come from families with incomes less than $50,000 per year, 37% come from families with incomes less than $100,000 per year, and 14% are the first generation of their family to attend college. However, our unique position also presents us with an opportunity to participate in the solution for the broader problem. These are challenges for our fields, our country, and our collective future. Finding solutions is not merely an opportunity of leadership—it is an obligation.
On 01/24/2012,
in science,
by Daniel Christian
On 12/20/2011,
in cost of getting a degree, engineering, game-changing environment, higher education, innovation, interactivity, new business models, online learning, open courseware and systems, science,
by Daniel Christian
MIT launches online learning initiative –from MIT
‘MITx’ will offer courses online and make online learning tools freely available.
Excerpt:
MIT [on 12/19/11] announced the launch of an online learning initiative internally called “MITx.” MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:
- organize and present course material to enable students to learn at their own pace
- feature interactivity, online laboratories and student-to-student communication
- allow for the individual assessment of any student’s work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITx
- operate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions.
Advancing the open front — from InsideHigherEd.com by Steve Kolowich
Excerpt:
Forget free content repositories; the Massachusetts Institute of Technology wants to deliver “interactive” elite education to the masses, complete with credentials certifying “mastery” of MIT-grade coursework.
In the latest boon for the “open education” movement, the engineering mecca on Monday announced a new online learning initiative, called MITx, that will give anyone the opportunity to work through MIT course material and earn a certificate of achievement.
M.I.T. expands its free online courses — from the New York Times by Tamar Lewin
Excerpt:
While students at the Massachusetts Institute of Technology pay thousands of dollars for courses, the university will announce a new program on Monday allowing anyone anywhere to take M.I.T. courses online free of charge — and for the first time earn official certificates for demonstrating mastery of the subjects taught.
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M.I.T. led the way to an era of online learning 10 years ago by posting course materials from almost all its classes. Its free OpenCourseWare now includes nearly 2,100 courses and has been used by more than 100 million people.
But the new “M.I.T.x” interactive online learning platform will go further, giving students access to online laboratories, self-assessments and student-to-student discussions.
On 11/30/2011,
in animation, biology, chemistry, interactivity, science, simulations, teaching & learning, tools,
by Daniel Christian
On 10/28/2011,
in 21st century, emerging technologies, innovation, media/film, science, simulations, visualizing information,
by Daniel Christian
Simulation beyond perspective — from noemalab.eu by Pier Luigi Capucci
The discourse of holography as a tool for imagery, art, media studies and science.
Excerpt:
Holography suggests a new visual universe within a culture where the visual simulation is the most effective communication system; and it let us reflect about the need for a more comprehensive definition of “image”. We can believe that future images will also be holographic and that we shall communicate more and more through them, in a delicate balance between presence and absence, immediacy and remoteness, present and past, materiality and immateriality, matter and energy.
On 10/25/2011,
in education technology, engagement / engaging students, mathematics, science, STEAM-related, technology (general), writing,
by Daniel Christian
From DSC:
My thanks for Mr. Steven Chevalia for this resource.