Re-thinking Education in the Digital Age

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"O mais importante a se mudar não é o hardware, mas o processo de geração de …

"O mais importante a se mudar não é o hardware, mas o processo de geração de
conhecimento. Há uma histórica resistência a abandonar a hierarquia, a ceder
o poder para a base. É preciso usar a tecnologia como contra-balanço de
forças políticas mais conservadoras".

Uma síntese de uma das apresentações feitas em junho de 2005, para o PSDB no IFHC e para o PT no NAE, sobre tenologia, educação e inovação.

Walter Bender e David Cavllo faziam parte do grupo que dava alma ao Media Lab - a Escola de Sagres dos nossos tempos.

Compunham a equipe de Nicholas Negroponte, que junto com Jerome Weisner fundou o Media Lab em 83 para "inventar o futuro".

More in: Technology , Education
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  • 1. Re-thinking Education in the Digital Age David Cavallo, MIT Media Lab http://learning.media.mit.edu
  • 2. Re-Thinking School Modern educational paradoxes  The context of Brasil  Obsolete system globally   Need to change Content   Practice  Process  Place  Partners for learning Hundred-dollar laptop and disruption  26 April, 2005
  • 3. A Cidade que a Gente Quer 26 April, 2005
  • 4. Breaking mindsets and building hope 26 April, 2005
  • 5. Automatically cleaning a river 26 April, 2005
  • 6. Generating power for streetlights 26 April, 2005
  • 7. Water filtration Design a system to purify water before it is released into the environment 26 April, 2005
  • 8. Simulation of automated pump and alarm system 26 April, 2005
  • 9. Technological Fluency Computational Thinking 26 April, 2005
  • 10. Making Sensors from Simple Materials 26 April, 2005
  • 11. Water Use How much water is used in our school? For what? 26 April, 2005
  • 12. 26 April, 2005
  • 13. 26 April, 2005
  • 14. Digital Literacies Fluency  Users versus  builders Expressiveness  Thinking  Tv and poaching  26 April, 2005
  • 15. Ban Samka 1 project: Learning  Many activities  Construction  Collective Efficacy  26 April, 2005
  • 16. 26 April, 2005
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  • 20. 26 April, 2005
  • 21. A Different Math Class 26 April, 2005
  • 22. Patterns, Groups, Symmetries, Geometry, Topology, Harmonics, ... 26 April, 2005
  • 23. Models of Growth: Going Beyond Pilots Volition  Appropriation and experimentation  Concrete exemplars  Community and communication  Feedback  Debugging  Materials  Language  Bottom-up and emergent  Time and continuity  Hope and expectation  26 April, 2005
  • 24. What to do? [This space intentionally left blank]  26 April, 2005
  • 25. What to do? Create exemplars   Use exemplars as objects to think with  Provide powerful personal experiences  Moving between levels: Concrete experiences   High-level views  Role of reflection and debugging 26 April, 2005
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  • 27. 26 April, 2005