GitHub represents a big Undo button for Microsoft, too. For many years, Microsoft officially hated open source software. The company was Steve Ballmer turning bright colors, sweating through his shirt, and screaming like a Visigoth. But after many years of ritual humiliation in the realms of search, mapping, and especially mobile, Microsoft apparently accepted that the 1990s were over. In came Chief Executive Officer Satya Nadella, who not only likes poetry and has a kind of Obama-esque air of imperturbable capability, but who also has the luxury of reclining Smaug-like atop the MSFT cash hoard and buying such things as LinkedIn Corp. Microsoft knows it’s burned a lot of villages with its hot, hot breath, which leads to veiled apologies in press releases. “I’m not asking for your trust,” wrote Nat Friedman, the new CEO of GitHub who’s an open source leader and Microsoft developer, on a GitHub-hosted web page when the deal was announced, “but I’m committed to earning it.”
I watched a documentary (I think that it involved Trent Reznor) and they were discussing the temperamental nature of early sampling where the computer (think it was an Apple) would sometimes just crash and they would need to wait hours for it to process again.
I am not against the ‘future of things’, AI and changes in work, but I think that we need to do more work to understand and appreciate such changes. For me, this involves:
- Asking questions as a part of critical reflection
- Learning from and through others (as you touch on elsewhere)
- Continually engaging in new challenges to disrupt habits
The efficiency of teaching and learning – that means we need to talk about labor, in this illustration, in our imagined futures, in our stories. Because it’s not just the machine (or it’s not the machine alone) – in this depiction or in our practices – that is doing “the work.” There is invisible labor here. Not depicted. Not imagined. Not theorized or commented upon by Asimov.
Email has changed since then, but not much. Most of what’s changed in the last 45 years is email clients—the software we use to access email. They’ve clumsily bolted on new functionality onto the old email, without fixing any of the underlying protocols to support that functionality.
The bit of being digital that is set in stone from age three is the absolute awareness that being connected aids their learning, and that connectedness is highly visual and aural, as well as being textual, and includes connection with people as well as information. They have probably also internalised that they can interact creatively with the digital environment and everything in it, to aid their learning. Hence the comparison with learning to speak, in that it is messy, diverse, involves a lot of trial and error and has concepts built and rebuilt from a multitude of influences.
Michael Horn writes in Edsurge about “Why Google Maps – not Netflix or Amazon – Points to the Future of Education.” Funny, it was just a few years ago that he wrote that, indeed, Netflix and Amazon did point the way.
It’s almost as though there are zero consequences in ed-tech for being full of shit.
The rapid proliferation and deployment of smart mobile, pervasive computing, social and personal technologies is changing the higher education landscape. In this presentation I will argue that new media present new opportunities for learning through digital technologies, but that such opportunities will require new literacies. This is not just my view - it reflects the views of many other commentators including Lea & Jones (2011), Beetham et al (2009) and Lankshear & Knobel(2006). Essentially, the traditional literacies that have dominated higher education in the past are thought to no longer be sufficient in the face of recent changes. I will explore a range of new 'digital literacies and competencies', discuss the concept of 'digital fluency' and highlight some new and emergent pedagogical theories, including connectivism, heutagogy, paralogy and rhizomatic learning, that seek to explain how students are learning in the first part of the 21st Century.
Steve Wheeler is a Learning Innovations Consultant and former Associate Professor of Learning Technologies at the Plymouth Institute of Education where he chaired the Learning Futures group and led the Computing and science education teams. He continues to research into technology supported learning and distance education, with particular emphasis on the pedagogy underlying the use of social media and Web 2.0 technologies, and also has research interests in mobile learning and cybercultures. He has given keynotes to audiences in more than 35 countries and is author of more than 150 scholarly articles, with over 6000 academic citations. An active and prolific edublogger, his blog Learning with 'e'sis a regular online commentary on the social and cultural impact of disruptive technologies, and the application of digital media in education, learning and development. In the last few years it has attracted in excess of 7.5 million unique visitors.
More about Steve Wheeler https://steve-wheeler.net/
There’s nothing wrong with scissors, glue, and cardboard paper – I hope schools are not so quick to discard such fun, fulfilling, and slowed down activities.