Collection of pieces from one of the smartest web thinkers out there.
Interesting set of educational objectives...
"The guiding principle of TED is that you can present a vision of ever-marching technological progress, that you can be a purveyor of the “big ideas” that will shape our society, that you can show the future, all without descending into the unpleasant muck of political debate. In other words, TED’s dominant political idea is the denial of politics—a refusal to acknowledge any real power struggle in public life."
"forced to focus on integration, not innovation"
"just an insatiable lust to make a difference"
"a very brief - 15-minute - keynote about the changing relationship of artist and technologist, delivered at the NewMusuem on April 14 for Rhizome's 7 on 7 festival."
"Money is a form of influence, even if done indirectly, and I feel a lot of aprehension at the idea of the Department of Defense having an ongoing channel of influence into the science and engineering programs at schools. We have a society with a strong and traditional separation between civilian life (including education) and the military and some very good reasons for this separation (look to history in certain regions)."
"see, hear and feel the difference" Via Scott Leslie
"A science fiction story about what you see when you die. Or: the Singularity, ruined by lawyers."
"There is no such thing as a disruptive technology. There are inventions and new ideas, many of which fail while others succeed. That's it. This concept only services venture capitalists who need a new term for the PowerPoint show to sucker investors."
There is a quasi religious tone to many tech convention speeches and press releases. What other industry constantly professes utopian visions for all humanity? What other industry would dare proclaim they were liberating artists? Students? Workers? What other industry thinks they are mystical shaman “Let’s send our magic objects, our laptops to poor children in third world countries”. What other industry genuinely believes they (and only they) possess the lapis philosophorum?
'A government can simultaneously be the most secretive, controlling Canadian government in recent memory and be welcomed into the club of "open government".'
Heaps of provocative argument here, and many of the responses linked are also very much worth reading. And what may be the parallels to "open" in higher education?
'[Piwowar's] pragmatic about the UBC deal. "I don't think this is the best way or the long-term way or the most scalable way, but if Elsevier unexpectedly wants to offer me access, let's see how that works, and let's use that to get access for UBC from other publishers, and for other universities."'
"We wasted $124,000 on outsourced software development. We fought amongst ourselves, and people left the company. There was untold expense of spirit. I hated every moment of our experiment with apps, because it tried to impose something closed, old, and printlike on something open, new, and digital."
"What is likely to make a difference is changing the institution's attitude toward those elements that underpin the technology. Teaching students to use technology as a whole, to understand and apply the processes behind the tools themselves so that they are not hamstrung by a change in brand or version is the key."
“Although Rothberg is a distinguished, tenured professor with countless academic credentials and knowledge of 21 modern and ancient languages, there is absolutely no excuse for his boring Chad with his lectures. Chad must be entertained at all costs.”
"When you think of an "app," do you think of something that you can open, hack, and change how it works? Meemoo wants to give you this freedom. If you can't open it, you don't own it. Meemoo is a framework that connects open-source modules, powered by any web technology. The way that the data flows from module to module is defined and visualized by colorful wires. If you can connect a video player to a TV, you can program a Meemoo app."
"In post-secondary education the classroom is constantly changing and students are taking an active role in creating their own learning environments. Students are not only consumers of knowledge; they actively contribute to the teaching and learning at the university."