— Anthony Dunne, Fiona Raby (2002). Design Noir: The Secret Life of Electronic Objects. Basel, Schweiz: Birkhäuser.
— Sally Kerrigan. (2014). Writing Is Thinking. Available: http://alistapart.com/article/writing-is-thinking.
"Every generation thinks school can’t get any worse but somehow we manage."
“Once upon a time the American high school diploma signified that a person had the tools to be self-sufficient; now it’s like one of those red deli counter tickets that tells you to line up at the recruiter’s office or financial aid. And the worst part is, today’s students know all this because technology allows them to see the world for themselves. They don’t have to be told that school is an irrelevant exercise in obedience.”
"Whatever big-picture issue you care about—the environment, the economy, human rights, politics—is defined by how people think and communicate about it. And the institution ostensibly in charge of helping people learn to think and communicate is fucked."
“Peter Drucker said the worst thing management can do is the wrong thing more efficiently. Standardizing and streamlining is great if you’re starting with something of quality, but otherwise incremental change makes the problem worse because it reinforces the idea that change is impossible.”
“The real opportunity of the Internet is creating a network that takes on its own momentum, grows, and exponentially increases its value. In fact, I think at this point network theory has a greater payoff in learning than learning theory does. The really cool part is that as the network grows and gains experiences, it also changes purpose and direction. School isn’t built to tolerate that, which I think is a big issue, considering the need for innovation in this country.”
“Learning needs to become the economic driver. We need a learning environment in which learners and mentors select each other, co-create interdisciplinary curricula and demonstrate mastery in ways that translate to the broader economy and life in our culture. Such an open market would allow learning innovators to create revenue streams that feed communities and align compensation with perceived value and performance: if you suck you starve, if you rock you make bank.”
— David Preston
Open Source Learning: David Preston at TEDxUCLA
"And I wonder if we can map reasonably a populations effort at the thought process, not just snapshots of time on how people do in tests or how people do on content but what does it all mean to be learning in a time when we have an ever increasingly complicated and complicated future. So to me learning is the ultimate open question."
"What does it mean to be an educated citizen in the Information Age? Well to begin with I think we need to have a conversation about digital literacy. Not as a substitute for in-person interaction. But as a way […] to make sure we are using the tools of our age to best of our ability and to the fullest potential. In a broader conversation we would talking about how the curriculum should include mental fitness, physical fitness, spiritual fitness, civic fitness and technological fitness."
"I don’t just mean what we are using to write to. And I don’t just mean teacher as DJ using sources in addition to the textbook. I mean can we create a learning community that is technologically enabled to share information in such a way that we are all coauthoring our learning experience without compromising on the evaluation side of things. If in the Information Age the core for us is gathering, curating, analyzing, evaluating and ultimately acting on information, surely we don’t need to throw out the quality baby with the bath water. When I get on an airplane or going for surgery it’s really important to me that professional has a metric that tells me he knows or she knows what she’s doing. But in this environment we can quickly see how authentic artifacts of learning create multidimensional picture that shows me how a person is progressing."
"Can you imagine a coalition of the willing across this globe creating artifacts for each other to help each other learn?"
"But watching what happens when learners have permission gives them a sense of value. And ultimately in our culture entrepreneurship is a function of value. Entrepreneurship is a function of taking personal responsibility for putting something out there. What we are all doing here today. And ultimately if we encourage people to achieve their own value to get referendums through online media, through social media, we have a better opportunity then ever of creating the sort of innovation that will see us through the next century."
"You could have revenue streams all over this economy that transform learning from a cost center to a profit center. And I leave you with this thought. We’ve heard so many ideas today across the disciplines and Shakespeare came up more than once. This is not an educational problem. As I think about my daughter and as I think about the world that so many out young people are going to face in the next decade: information has never been more available, it’s never been more free. You can take every course MIT has to offer for free. But the credentials still cost you up to a quarter of a million dollars. Can you imagine what would happen if we underwent that sort of transformation? This is not an educational question. It’s an existential question. To be or not to be."
Sound Culture, second assignment
Working in a professional audio environment with ProTools for the first time. It took me some time to get used to the interface but it really was an enjoyable process creating music that way, as opposed to using Audacity.
"My contention is that creativity now is as important in education as literacy, and we should treat it with the same status."
“Now, I don’t mean to say that being wrong is the same thing as being creative. What we do know is, if you’re not prepared to be wrong, you’ll never come up with anything original. […] And we’re now running national education systems where mistakes are the worst thing you can make. And the result is, we are educating people out of their creative capacities.”
“Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented round the world there were no public systems of education really before the 19th century. They all came into being to meet the needs of industrialism.”
“In the next 30 years, according to Unesco, more people worldwide will be graduating through education than since the beginning of history. […] Suddenly degrees aren’t worth anything.”
“It’s a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.”
“We know three things about intelligence: One, it’s diverse, we think about the world in all the ways we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain […] intelligence is wonderfully interactive. The brain isn’t divided into compartments. […] And the third thing about intelligence is, it’s distinct.”
“I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth, for a particular commodity, and for the future, it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children.”
— Sir Ken Robinson
Transcript of this talk Sir Ken Robinson: How schools kill creativity?
"Learning to learn is much harder than learning once you want to learn"
— Joichi Ito, Director MIT Media Lab