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Posts Tagged ‘perspective

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I love OK Go‘s latest music video. It is based on optical illusions to trick the eye into seeing what is not quite there.

I would remind outsiders looking into the ICT scene in Singapore schools that all they read and watch is not what they seem.

I am responding to reputable groups like Edutopia’s video feature of Ngee Ann Secondary School and Hechinger Report of ICT in Singapore.

A while ago, I responded to the video by simply stating that “one school does not a system make”. As for the article, I tweeted:

I am not saying that our ICT use or integration is a false illusion. There certainly are some very good examples here. But when observers and policymakers go off on tangents, make generalizations, or make claims with poor foundations, I cannot stand idly by.

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Most people would agree that it helps to get some other perspective when you have a problem.

Others will flatly refuse because of fear, pride, or ignorance.

This video hits the nail on the head by speaking to both parties.

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Having lived in the US of A for an extended period, I can relate to this. But I never thought of doing a role-reversal and being so in-your-face.

It gives new meaning to “it’s better to give than to receive”.

I enjoyed reading this article in The Atlantic by Mimi Ito. Here is what I think is the meat of the matter:

In our research, we found that parents more often than not have a negative view of the role of the Internet in learning, but young people almost always have a positive one.

When we interview young people, they will talk about how the Internet makes it easy for them to look around and surf for information in low risk and unstructured ways. Some kids immerse themselves in online tutorials, forums, and expert communities where they dive deep into topics and areas of interest, whether it is fandom, creative writing, making online videos, or gaming communities. They also, of course, talk about spending time hanging out with their peers, but this too is a lifeline that is sorely lacking in many of today’s teen’s schedules.

It is about getting a kid’s perspective and seeing how their behaviours and preferences ARE relevant to them and for the world that they shape.

I also like another phrase in the article:

It’s not just professors who have something to share, but everyone who has knowledge and skills.

This speaks not just of a mind shift that is required among those who teach, but also among those who learn. To teachers, know that you are not the only ones who can teach. To learners, you are expected to share and teach.

If we get a critical mass of such a mind shift, then we will see a paradigm shift in education. It will no longer be only expert-driven-and-delivered, but also socially negotiated and generated.

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It is Friday and time for something light enough to enjoy but heavy enough to provoke some thought.

This video points out the difference between affective empathy and cognitive empathy. I wonder how many folks consider cognitive empathy to be a 21st century skill.

I am overseas again but will blog by scheduling posts or after being inspired by what I experience.

Yesterday I reflected on the first world problem (FWP) of deciding where to get a higher education.

Since it is Friday, here is a tongue-in-cheek look at other FWPs.

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Yeah, borderline ridiculous or well into that territory!

Contrast that with FWPs read by folks in disadvantaged countries.

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Today’s lesson is perspective. Get some.

The Straits Times had a report on Coursera, a joint venture by five universities in the USA that will offer courses for free. The original reports was from Reuters.

Here is the ST attempting to provide a balanced perspective by highlighting a disadvantage of the programme:

Here is the Reuters original:

For whatever reason, ST decided to end the article on a negative note. I guess it is entitled to.

But if you remember basic cognitive psychology, you might recall that people tend to remember beginnings and endings, not bits in the middle. So the subtle message ST sends is: There are free online courses, but they are not as good as what you might get face-to-face.

I would flip Winckler’s argument. How about considering the forms of collaboration and collaborative learning that take place online that cannot or do not happen face-to-face? How about the sheer relevance of these sorts of collaboration today and tomorrow?

But I do not have to convince Winckler since Reuters reported that he considers the free courses rigorous enough for his students. I might have to convince those who read the ST article and did not bother to get a second opinion.

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