Ed3 Weekly Issue #59: I'm Not Inspired, You're Inspired
More and more education innovators are shipping products and ideas that are helping to reimagine education
Hello web3 and education frens,
Welcome to all my new subscribers from this past week. If you haven’t subscribed yet, click here, or use the button below to join hundreds of others learning about the intersection of web3 and education.
A reflection from Rick Rubin's book on creativity has really resonated with me this past week:
"There's a time for certain ideas to arrive,
and they find a way
to express themselves through us."
The more curious and open I am, the more I notice that ideas manifest themselves in me. This week's issue is a collection of those things. I am not sure what is in the air, but I am seeing a lot of pieces coming together.
Here are a couple of thoughts on what I see happening:
We have had enough time to play with AI to see through all the different applications, and now we can make conclusions about the next best steps.
A fully developed spatial computing device that allows us to imagine what a fully immersive learning experience will feel like.
AR and VR apps that are ready for download, created from a lens of social justice, empathy, and equity.
When we put these pieces together, I see a future for learning that is truly reimagined–rather than using technology to recreate outdated systems.
Enjoy the resources for this week:
🤿 An educator looks ahead to the next ten years of learning after Apple releases the VisionPro
🗽 An AR app allows you to experience history in a whole new way
✍️ How can we best use AI to design writing assignments?
💡 An educator shares his ideas on AI, the future of STEM, and why we need to stop teaching coding
Apple VisionPro in the Next Ten Years
This article discusses the predicted impact of Apple's Vision Pro augmented reality headset on higher education over a 10-year timeline. We have already seen how polarizing the initial reactions have been. Skeptics question the high cost and limited applications for education. However, a smaller group sees the potential for AR/VR to address real-world educational challenges. Rather than dispute the pros and cons, I am more interested in seeing the experimentation that will take place.
The article predicts that in years eight to ten, AR/VR technologies are expected to become accepted and integrated components of educational technology. We need to proceed with cautious optimism, encouraging experimentation while avoiding exaggerated claims of revolutionizing education.
The following quote sums it up best:
“Let’s avoid any talk about what tech like Apple’s Vision Pro will do to “revolutionize” anything about teaching and learning. That future will never arrive. At best, we will see integration and normalization, and that process will take years to play out.”
Creating Monuments With AR
A monument of Biddy Mason, as seen in the Kinfolk app. Andrew Chow
Last weekend, I was blessed to attend a special, invite-only event at the Stanford d.school about futures thinking. This gathering featured some of the brightest, most thoughtful innovators in education and other fields, with whom I had the opportunity to collaborate.
Among the impressive products showcased, one stood out to me: Kinfolk. This app has a powerful mission of "Connecting With Black and Brown People in the Past to Empower Them Now – And Into the Future." You can witness its impact by visiting their education page on Instagram. Furthermore, you can read about it in this article featured in Time Magazine.
Can Teachers Outsmart ChatGPT?
Image by iStock/Getty
Education Week has published an article discussing the impact of ChatGPT on teaching and learning. The article presents strategies to discourage cheating, such as assigning personal writing, focusing on local community issues, and promoting project-based learning. However, it's important to consider alternative perspectives. As the director of a capstone program, I recognize the value of students' ability to analyze, synthesize, and evaluate complex information. A better approach might be to design prompts that encourage students to engage with challenging texts and develop their own arguments.
I also believe educators should prioritize fostering higher-order thinking and creativity by providing opportunities for collaborative writing, peer feedback, and teacher guidance. This approach can enhance student learning outcomes and reduce the temptation to rely solely on AI tools. While I'm not an English Language Arts teacher, I'm curious if these approaches can contribute to a more comprehensive and effective writing instruction.
Embracing Emerging Technologies AI and ChatGPT
Image provided by Adobe Stock.
I always enjoy reading Dr. Micah Shippee's insights on AI, education, and innovation. This summary from an interview with Digital Signage Today editor Daniel Brown provides a great window into his thinking. Shippee emphasizes the importance of learning from failure and using it as an opportunity to inform better practices. I also appreciate his belief that critical thinking and problem-solving skills, rather than just coding, are crucial for preparing students for the complexities of the modern world.
Shippee's call to shift the education system's focus from a heavy emphasis on STEM to a more inclusive approach that integrates humanities and authentic narrative deserves attention. His relationship-first approach aligns with my belief in using technology as a tool to enhance teaching and learning rather than relying on it as a prescriptive solution. Overall, Shippee's perspectives offer valuable considerations for navigating the ever-changing landscape of education and technology.
Thank you for stopping by for another issue of my web3🤝education newsletter. If you’re on LinkedIn you can check out a version of this newsletter on my LinkedIn page and give me a follow. You can also link to all my work by checking out my blog or give me a follow on Twitter.