[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
[Xmca-l] Re: Reaping what you sew
- To: "eXtended Mind, Culture, Activity" <email@example.com>
- Subject: [Xmca-l] Re: Reaping what you sew
- From: Robert Lake <firstname.lastname@example.org>
- Date: Tue, 6 Jun 2017 13:29:00 -0400
- Dkim-signature: v=1; a=rsa-sha256; c=relaxed/relaxed; d=georgiasouthern.edu; s=google; h=mime-version:in-reply-to:references:from:date:message-id:subject:to :cc; bh=xCO78+e5F1GXBIREoovVc70GBP9BxiaEv7wjNtZGM/Y=; b=PnsBUL5fw3NL4LiPjwAuq7M3hhW4LLlRJVRrgFisZ3zBxCqHWeTSdRWqV2YOEJS5h5 ABVhl5AldJAorI2YJPSON1U8jXAElEd8MvwKqUxIeNYMXXRDsbjii7DIvVCA16FibQrx BqPfD9mDTqmU38htGiSxT321+tRgApyoQgudM=
- In-reply-to: <3B91542B0D4F274D871B38AA48E991F920576476@CIO-KRC-D1MBX04.osuad.osu.edu>
- List-archive: <https://mailman.ucsd.edu/mailman/private/xmca-l>
- List-help: <mailto:email@example.com?subject=help>
- List-id: "eXtended Mind, Culture, Activity" <xmca-l.mailman.ucsd.edu>
- List-post: <mailto:firstname.lastname@example.org>
- List-subscribe: <https://mailman.ucsd.edu/mailman/listinfo/xmca-l>, <mailto:email@example.com?subject=subscribe>
- List-unsubscribe: <https://mailman.ucsd.edu/mailman/listinfo/xmca-l>, <mailto:firstname.lastname@example.org?subject=unsubscribe>
- References: <CAHCnM0BQZj6XN1jBL4ODFpmT4YhbNEH76HQdzEvkiddJvwFMDw@mail.gmail.com> <3B91542B0D4F274D871B38AA48E991F920576440@CIO-KRC-D1MBX04.osuad.osu.edu> <email@example.com> <3B91542B0D4F274D871B38AA48E991F920576476@CIO-KRC-D1MBX04.osuad.osu.edu>
- Reply-to: "eXtended Mind, Culture, Activity" <firstname.lastname@example.org>
- Sender: <email@example.com>
Yes Mike and Andy,
I continually remind my undergrad education majors to
analyze and critique policies, programs, media, etc.
by simply saying "follow the money".
On Tue, Jun 6, 2017 at 1:14 PM, Glassman, Michael <firstname.lastname@example.org>
> I doubt the tech billionaires care one way or the other about teachers.
> It is more based on the belief that they can create a designed systems for
> education where if you follow it, it will work to the benefit of all within
> -----Original Message-----
> From: email@example.com [mailto:xmca-l-bounces@
> mailman.ucsd.edu] On Behalf Of Andy Blunden
> Sent: Tuesday, June 06, 2017 12:41 PM
> To: firstname.lastname@example.org
> Subject: [Xmca-l] Re: Reaping what you sew
> Isn't it the case that what these tech billionaires offer to governments
> and education bureaucrats is the prospect of taking the teachers out of
> education, which is the Holy Grail of education administration? The other
> side of which is that sociocultural theories of learning are weapons to
> save teachers' jobs. Never mind actually emancipate students!
> Andy Blunden
> On 7/06/2017 2:16 AM, Glassman, Michael wrote:
> > Mike and interested others,
> > What is interesting is that the idea of using algorithms and
> gamification processes to learn is hitting some really big and hard walls.
> It will be interesting to see if the Silicon Valley types respond to them
> or if their approach is mostly just thoughtless, ideological belief in the
> virtues of a certain and limited perspective on technologies and their
> applications in education (which of course also includes a little bit for
> the business models of the progenitors). A lot of this is coming from
> machine learning, where computer scientists are finding out that learning
> is - you know - really complex. For instance the two most powerful machine
> learning experiments Alphago and Libratus to not just rely and search and
> retrieve methods (which have dominated so much of cognitive science) but
> realize they have to use positive reinforcement incorporated into their
> rule systems (is it okay if I don't use the word algorithms?). It is basic
> operant learning taken from your favorite t
> > attered copy of Walden Two. It is the only way to really move
> forward. My guess is that soon they are going to find that learning is
> more complicated than that. I was really amused by the story of the mother
> using Mathbox because her son was doing the math exercises to improve his
> avatar and not to actually learn math.
> > There are also the deep flaws in the basic associationist learning
> methods used in the big data models, related to the ones discussed in the
> article about figuring out and responding what students need at the
> moment. One of the things people (hopefully) are finding out is that when
> you have big data that includes all the flaws and biases that exist in that
> data. You might be able to code your way out of this but the coders would
> have to know a hell of a lot about socio-cultural theories.
> > It will be interesting to see if anybody owns up to, let alone addresses
> these limitations.
> > Michael
> > -----Original Message-----
> > From: email@example.com [mailto:xmca-l-bounces@
> mailman.ucsd.edu] On Behalf Of mike cole
> > Sent: Tuesday, June 06, 2017 11:37 AM
> > To: eXtended Mind, Culture, Activity <firstname.lastname@example.org>
> > Subject: [Xmca-l] Reaping what you sew
> > XMCA-o-philes-
> > Below is a story about the infusion of high technology pedagogical
> regimes into American schools. What struck me was both the extent to which
> the underlying pedagogy in some of these effort (rhetoric about
> student-driven educational
> > regimes) and the technological structure (individualization through use
> of learning algorithms) resonate with views one might find on xmca and/or
> are derived from research on the use of learning theory ideas that can be
> traced by the mathematical learning theory ideas popular when i was a
> graduate student.
> > Anyway, a sign of the times. For your amusement if you are so inclined.
> > mike
> > PS- Putting this url in my browser worked for me but its pretty long.
> Good luck.
> > https://www.nytimes.com/2017/06/06/technology/tech-
Robert Lake Ed.D.
Social Foundations of Education
Dept. of Curriculum, Foundations, and Reading
Georgia Southern University
P. O. Box 8144, Statesboro, GA 30460
Amazon Author Page:
Webpage: https://georgiasouthern.academia.edu/RobertLake*Democracy must be
born anew in every generation, and education is its midwife.* John
and Education*,1916, p. 139