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Posts Tagged ‘impossible

I tried the Beyond Burger and the Impossible Burger almost as soon as they were available here in Singapore.
 

 
I had the Beyond at Mezza9 last year and the Impossible at Omakase this week. The latter cost more, but I got what I paid for — the Impossible looked and tasted better.

I caught a YouTube video video (or did it catch me?) about how Impossible Burger was turning food into technology. Apparently the meat won awards after selling itself at this year’s CES.

 

Video source

But is food like synthesised meat a technology?

Ask a random selection of lay folk to define or give an example of technology. Chances are that they will show you their phones as examples of tools or machines that make what they do in life more efficient or effective.

I recall the emergence of a slow-blogging reference to technology as anything that exists now that you did not have in your childhood. Depending on when you were born, this could be a desktop computer, a laptop, or a mobile phone.

Since we did not have the burger of the sort produced by Beyond or Impossible before, it certainly counts as technology. It was made by tools, machines, and methods to reconstitute “meat” and not just simulate it.

If the Impossible CEO’s plan on providing a global meat substitute by 2035 comes true, then it will also remove lots of problems associated with meat production. The old fossil fuel version of slaughtered meat would give way to the new “green” version of meat. What’s not to love?


Video source

Try to do a take on Mission Impossible with a piano, cello, and violin. Sounds near impossible.

But not for the Piano Guys. With a combination of creativity, humour, and hard work, they got it done.

With some creativity, humour, and hard work, so can the rest of us in our own impossible projects.

When was the last time you said something was impossible? My last vivid memory of when I did this was when I was an undergraduate.

Frozen memory on diskette by Balamha, on Flickr
Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic License  by  Balamha 

We were still using diskettes then. I was with my study group and one of my more informed group mates mentioned that he had read about the start of what would eventually become CF cards, SD cards and thumb drives.

I said that such miniaturization was impossible. I was limited by my own understanding what was possible for personal data storage. Smaller than an already small diskette? Impossible!

Then the products hit the market and they got smaller and cheaper. Today, we take them for granted and might even become so reliant on them that we dangle them from our necks or key fobs.

Now those who are comfortable with flash-based storage might be wary of the rise of cloud computing. Yesterday a writer for RRW asked if we still need desktop operating systems. The writer said no and explained why. It might be hard for many who are dependent on Windows or Mac OS to believe this is possible.

But such technological change will happen and it will occur quickly. So quickly that our laws, policies and expectations cannot keep up.

Now when was the last time you said that something in education was impossible? The New Media Consortium predicts in their report for the K-12 arena the adoption of mobile devices in a year and game-based learning in two to three years.

Given the proliferation of mobile devices like smartphones and the games therein, the impossible seems possible. But the same people that adopt these tools socially do not always think of the possibilities pedagogically. This is a major barrier to change.

Say you need a tip on where to eat or are lost in a new place. You find a wifi hotspot or use your data plan to get information. You document your experience with a photo or video and share it on Twitter or Facebook. You get comments in real time or after a delay and you respond.

That is life.

Now say your class is exploring a new concept. You are already in a wifi hotspot or you can create one (or more) with smartphones. You and your students can get current information, evaluate it and document it on Twitter, Facebook or tools like it (hint: Edmodo). You continue this collation and discussion after class. Other classes in your network, or if you are in a more open system, the rest of the world, can also join in.

That is education. Or at least it could be. As timid teachers, you might remain frozen in time like the diskette in ice, or worse, you become a brick in a wall of ice. But as progressive educators, you will make the change happen.


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