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
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".

Published in: Technology, Education

Re-thinking Education in the Digital Age

  1. 1. Re-thinking Education in the Digital Age David Cavallo, MIT Media Lab http://learning.media.mit.edu
  2. 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. 3. A Cidade que a Gente Quer 26 April, 2005
  4. 4. Breaking mindsets and building hope 26 April, 2005
  5. 5. Automatically cleaning a river 26 April, 2005
  6. 6. Generating power for streetlights 26 April, 2005
  7. 7. Water filtration Design a system to purify water before it is released into the environment 26 April, 2005
  8. 8. Simulation of automated pump and alarm system 26 April, 2005
  9. 9. Technological Fluency Computational Thinking 26 April, 2005
  10. 10. Making Sensors from Simple Materials 26 April, 2005
  11. 11. Water Use How much water is used in our school? For what? 26 April, 2005
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  14. 14. Digital Literacies Fluency  Users versus  builders Expressiveness  Thinking  Tv and poaching  26 April, 2005
  15. 15. Ban Samka 1 project: Learning  Many activities  Construction  Collective Efficacy  26 April, 2005
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  21. 21. A Different Math Class 26 April, 2005
  22. 22. Patterns, Groups, Symmetries, Geometry, Topology, Harmonics, ... 26 April, 2005
  23. 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. 24. What to do? [This space intentionally left blank]  26 April, 2005
  25. 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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