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Posts Tagged ‘ted

In this 2013 TED talk, this teacher shared three ways to initiate meaningful learning and to stop pseudo teaching.

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Number one: Let curiosity drive learning. Not curricular demands, not technology, not even flipping.

Number two: Embrace the messy processes of learning.

Number three: Practice intense reflection.

Those were the Cliff notes. Watch the video to fill in the blanks. More importantly, listen to his stories that explain why he believes in these three ways.

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Jennifer Magiera told a passionate and inspiring story at a recent TEDx talk.

Inspired by Sir Ken Robinson’s talks, she opted to release her students from the shackles of schooling and bring back their inner creative child.

When she gave them time and space to explore, they did nothing productive and instead asked for guidance and crutches. Magiera realized that she had created “rubric zombies”.

But she persisted and suggested four ways to revive the undead:

  1. Cultivate natural curiosity
  2. Outwit obstacles (see past problems)
  3. Play purposefully (being driven by student interests)
  4. Empower students and give them voice

Do yourself and your kids (actual kids and students) a favour. Delay the watching of the next episode of The Walking Dead and invest 18 minutes to remind yourself about what really matters.


edX CEO Anant Agarwal shared a statistic at the beginning of his TED talk. About 155,000 people took an edX course offered by MIT. This number was larger than the entire alumni of MIT in its 150 year history.

But MOOC reach was not what Agarwal wanted to highlight. Instead, he described how experiments in MOOCs were informing university faculty on:

  • Going where the learner is at (online, mobile)
  • Designing blended and flipped lessons
  • Promoting active learning by designing interactive and self-paced lessons
  • Providing instant feedback
  • Leveraging on social learning
  • Getting students to learn by encouraging them to teach

In other words, relevant and progressive pedagogy.

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I agree with the main point that Donald Clark made in the video above. There has been more pedagogic change in the last 10 years than in the last 1000.

He provided anecdotes of what people like Eric Mazur do to make lectures better (stopping delivery and injecting human interaction). He also explained why lectures should be recorded so that learners can have “a second bite of the cherry”.

But does that not assume that the cherry is sweet and desirable? What if it is sour or diseased? Who would even want a first bite of that?

He tried making his case by citing a study that claimed that video recording can improve a bad lecture (approx. 8min 40sec mark). He explained that students had the option to simply skip the bad parts or the parts they did not need.

But is the lecture better? No, it is not.

Could it be edited to be a bit better? Certainly, the same way a bad photo can be Photoshopped or Instagrammed to look better.

Are there even more effective teaching strategies that bypass lectures (good and bad) altogether? Definitely. After all, Clark points out that lecture theatres have an occupancy rate of about 20-30% a year (14min 45sec mark).

Perhaps the most perplexing thing that Clark says is that pedagogic change originates not from educators but from technology gurus (15min 34sec mark). From Berners-Lee (who gave us the Internet) to Williams, Dorsey, and Stone (who gave us Twitter), we are talking about non-lecture technologies. We are talking about technologies of access, openness, social reach, democratization of information, etc.

Perhaps the most powerful point was not that obvious. Clark’s TED talk was shared on the Internet. It was streamed (and still streams) on YouTube, it was tweeted then, and I am blogging about it only now. His talk has replayability, sharability, and commentability.

That is why I do not think TED talks are just lectures. Conventional lectures are overrated. Talks like TED and storytelling are better especially if they leverage on social, open, and mobile tools. But we really need to think and act beyond a talk as a starting point.

Where then do we start? Ask our learners. Get them to self-organize. Supervise and suggest if you must. They will surprise you with what they can do.

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If you are born blind and have severe autism, your chances of living a “normal” life are slim.

But Derek Paravicini is a maestro with an innate talent that needed a nourishing environment (provided by his nanny) and some pruning (provided by his piano coach).

According to his TED bio, Derek taught himself to play the piano when he was four and gave his first concert when he was seven.

Not everyone is a savant. That is a genetic lottery.

Not everyone is given Derek’s opportunities. That is a shame.

We lock normal kids up in a schooling system designed largely to enculturate and industrialize. This is despite the opportunities and tools we have today to create an educational system that can nurture and individualize.

We have the keys to unlock genius and creativity. They are not as fiddly and difficult to use as before. Yet we let fear and ignorance hold us back.

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This is a model TED Talk.

Let me rephrase. This is a TED Talk where a runway model, Cameron Russell, shares what it is like to be a model.

It is an honest look about what must surely be a first world problem.

I am certain that while she will get some plaudits, she will also face some backlash. People who speak about or speak against their professions sometimes get vilified.

The thing I admire about the sharing is how open it is. The cultural expectation is that you say what you need to say and you deal with what results.

Elsewhere you keep things to yourself or share within very closed contexts. The former only leads to frustration and the latter often leads you to group-think.

If individuals and organizations are to learn and grow, they must be more open. Open to change, open to risk, open to feedback you would rather not hear.

Then again, you might just appear to be open. Looks can be deceiving. Only the consistency of your actions will show if you have an open mindset or not.

If reality can bite, then Science must be its teeth.

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This video is an introduction to an excellent TED Education series. The lessons were designed by Joy Lin, wonderfully narrated by James Arnold Taylor, and animated by Cognitive Media.

So would you rather have super size, super strength, or super speed? Perhaps being able to fly, become invisible, or be immortal are more up your alley.

Spoiler alert: Science will ground you in reality. But the more you know, the better. And you can wish for some other super ability.

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