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James Bridle on New Dark Age: Technology and the End of the Future - YouTube
"As the world around us increases in technological complexity, our understanding of it diminishes. Underlying this trend is a single idea: the belief that our existence is understandable through computation, and more data is enough to help us build a better world.

In his brilliant new work, leading artist and writer James Bridle surveys the history of art, technology, and information systems, and reveals the dark clouds that gather over our dreams of the digital sublime."
quantification  computationalthinking  systems  modeling  bigdata  data  jamesbridle  2018  technology  software  systemsthinking  bias  ai  artificialintelligent  objectivity  inequality  equality  enlightenment  science  complexity  democracy  information  unschooling  deschooling  art  computation  computing  machinelearning  internet  email  web  online  colonialism  decolonization  infrastructure  power  imperialism  deportation  migration  chemtrails  folkliterature  storytelling  conspiracytheories  narrative  populism  politics  confusion  simplification  globalization  global  process  facts  problemsolving  violence  trust  authority  control  newdarkage  darkage  understanding  thinking  howwethink  collapse 
september 2018 by robertogreco
The Minecraft Generation - The New York Times
"Seth Frey, a postdoctoral fellow in computational social science at Dartmouth College, has studied the behavior of thousands of youths on Minecraft servers, and he argues that their interactions are, essentially, teaching civic literacy. “You’ve got these kids, and they’re creating these worlds, and they think they’re just playing a game, but they have to solve some of the hardest problems facing humanity,” Frey says. “They have to solve the tragedy of the commons.” What’s more, they’re often anonymous teenagers who, studies suggest, are almost 90 percent male (online play attracts far fewer girls and women than single-­player mode). That makes them “what I like to think of as possibly the worst human beings around,” Frey adds, only half-­jokingly. “So this shouldn’t work. And the fact that this works is astonishing.”

Frey is an admirer of Elinor Ostrom, the Nobel Prize-­winning political economist who analyzed the often-­unexpected ways that everyday people govern themselves and manage resources. He sees a reflection of her work in Minecraft: Running a server becomes a crash course in how to compromise, balance one another’s demands and resolve conflict.

Three years ago, the public library in Darien, Conn., decided to host its own Minecraft server. To play, kids must acquire a library card. More than 900 kids have signed up, according to John Blyberg, the library’s assistant director for innovation and user experience. “The kids are really a community,” he told me. To prevent conflict, the library installed plug-ins that give players a chunk of land in the game that only they can access, unless they explicitly allow someone else to do so. Even so, conflict arises. “I’ll get a call saying, ‘This is Dasher80, and someone has come in and destroyed my house,’ ” Blyberg says. Sometimes library administrators will step in to adjudicate the dispute. But this is increasingly rare, Blyberg says. “Generally, the self-­governing takes over. I’ll log in, and there’ll be 10 or 15 messages, and it’ll start with, ‘So-and-so stole this,’ and each message is more of this,” he says. “And at the end, it’ll be: ‘It’s O.K., we worked it out! Disregard this message!’ ”

Several parents and academics I interviewed think Minecraft servers offer children a crucial “third place” to mature, where they can gather together outside the scrutiny and authority at home and school. Kids have been using social networks like Instagram or Snapchat as a digital third place for some time, but Minecraft imposes different social demands, because kids have to figure out how to respect one another’s virtual space and how to collaborate on real projects.

“We’re increasingly constraining youth’s ability to move through the world around them,” says Barry Joseph, the associate director for digital learning at the American Museum of Natural History. Joseph is in his 40s. When he was young, he and his friends roamed the neighborhood unattended, where they learned to manage themselves socially. Today’s fearful parents often restrict their children’s wanderings, Joseph notes (himself included, he adds). Minecraft serves as a new free-­ranging realm.

Joseph’s son, Akiva, is 9, and before and after school he and his school friend Eliana will meet on a Minecraft server to talk and play. His son, Joseph says, is “at home but still getting to be with a friend using technology, going to a place where they get to use pickaxes and they get to use shovels and they get to do that kind of building. I wonder how much Minecraft is meeting that need — that need that all children have.” In some respects, Minecraft can be as much social network as game.

Just as Minecraft propels kids to master Photoshop or video-­editing, server life often requires kids to acquire complex technical skills. One 13-year-old girl I interviewed, Lea, was a regular on a server called Total Freedom but became annoyed that its administrators weren’t clamping down on griefing. So she asked if she could become an administrator, and the owners said yes.

For a few months, Lea worked as a kind of cop on that beat. A software tool called “command spy” let her observe records of what players had done in the game; she teleported miscreants to a sort of virtual “time out” zone. She was eventually promoted to the next rank — “telnet admin,” which allowed her to log directly into the server via telnet, a command-­line tool often used by professionals to manage servers. Being deeply involved in the social world of Minecraft turned Lea into something rather like a professional systems administrator. “I’m supposed to take charge of anybody who’s breaking the rules,” she told me at the time.

Not everyone has found the online world of Minecraft so hospitable. One afternoon while visiting the offices of Mouse, a nonprofit organization in Manhattan that runs high-tech programs for kids, I spoke with Tori. She’s a quiet, dry-­witted 17-year-old who has been playing Minecraft for two years, mostly in single-­player mode; a recent castle-­building competition with her younger sister prompted some bickering after Tori won. But when she decided to try an online server one day, other players — after discovering she was a girl — spelled out “BITCH” in blocks.

She hasn’t gone back. A group of friends sitting with her in the Mouse offices, all boys, shook their heads in sympathy; they’ve seen this behavior “everywhere,” one said. I have been unable to find solid statistics on how frequently harassment happens in Minecraft. In the broader world of online games, though, there is more evidence: An academic study of online players of Halo, a shoot-’em-up game, found that women were harassed twice as often as men, and in an unscientific poll of 874 self-­described online gamers, 63 percent of women reported “sex-­based taunting, harassment or threats.” Parents are sometimes more fretful than the players; a few told me they didn’t let their daughters play online. Not all girls experience harassment in Minecraft, of course — Lea, for one, told me it has never happened to her — and it is easy to play online without disclosing your gender, age or name. In-game avatars can even be animals.

How long will Minecraft’s popularity endure? It depends very much on Microsoft’s stewardship of the game. Company executives have thus far kept a reasonably light hand on the game; they have left major decisions about the game’s development to Mojang and let the team remain in Sweden. But you can imagine how the game’s rich grass-roots culture might fray. Microsoft could, for example, try to broaden the game’s appeal by making it more user-­friendly — which might attenuate its rich tradition of information-­sharing among fans, who enjoy the opacity and mystery. Or a future update could tilt the game in a direction kids don’t like. (The introduction of a new style of combat this spring led to lively debate on forums — some enjoyed the new layer of strategy; others thought it made Minecraft too much like a typical hack-and-slash game.) Or an altogether new game could emerge, out-­Minecrafting Minecraft.

But for now, its grip is strong. And some are trying to strengthen it further by making it more accessible to lower-­income children. Mimi Ito has found that the kids who acquire real-world skills from the game — learning logic, administering servers, making YouTube channels — tend to be upper middle class. Their parents and after-­school programs help them shift from playing with virtual blocks to, say, writing code. So educators have begun trying to do something similar, bringing Minecraft into the classroom to create lessons on everything from math to history. Many libraries are installing Minecraft on their computers."
2016  clivethompson  education  videogames  games  minecraft  digitalculture  gaming  mimiito  robinsloan  coding  computationalthinking  stem  programming  commandline  ianbogost  walterbenjamin  children  learning  resilience  colinfanning  toys  lego  wood  friedrichfroebel  johnlocke  rebeccamir  mariamontessori  montessori  carltheodorsorensen  guilds  mentoring  mentorship  sloyd  denmark  construction  building  woodcrafting  woodcraft  adventureplaygrounds  material  logic  basic  mojang  microsoft  markuspersson  notch  modding  photoshop  texturepacks  elinorostrom  collaboration  sethfrey  civics  youtube  networkedlearning  digitalliteracy  hacking  computers  screentime  creativity  howwelearn  computing  froebel 
april 2016 by robertogreco
ScratchJr on the App Store on iTunes
"With ScratchJr, young children (ages 5-7) learn important new skills as they program their own interactive stories and games.

By snapping together graphical programming blocks, children can make characters move, jump, dance, and sing. In the process, children learn to solve problems, design projects, and express themselves creatively on the computer. They also use math and language in a meaningful and motivating context, supporting the development of early-childhood numeracy and literacy. With ScratchJr, children don’t just learn to code, they code to learn.

ScratchJr was inspired by the popular Scratch programming language (, used by millions of people (ages 8 and up) around the world. The ScratchJr interface and programming language were redesigned to make them appropriate for younger children’s cognitive, personal, social, and emotional development.

ScratchJr is a collaboration between the Lifelong Kindergarten research group at the MIT Media Lab, the Developmental Technologies research group at Tufts University, and the Playful Invention Company. The ScratchJr project has received generous financial support from the National Science Foundation (NSF DRL-1118664), Code-to-Learn Foundation, LEGO Foundation, and British Telecommunications.

If you enjoy using this free app, please consider making a donation to the Code-to-Learn Foundation (, a nonprofit organization that provides ongoing support for ScratchJr. We appreciate donations of all sizes, large and small."

[See also: ]
children  programming  scratch  scratchjr  2014  ios  ios7  application  ipad  coding  computationalthinking  thinking  computing 
july 2014 by robertogreco
Is Coding the New Literacy? | Mother Jones
"Not every cook is a David Chang, not every writer is a Jane Austen, and not every computational thinker is a Guido van Rossum, the inventor of the influential Python programming language. But just as knowing how to scramble an egg or write an email makes life easier, so too will a grasp of computational thinking. Yet the "learn to code!" camp may have set people on the uphill path of mastering C++ syntax instead of encouraging all of us to think a little more computationally.

The happy truth is, if you get the fundamentals about how computers think, and how humans can talk to them in a language the machines understand, you can imagine a project that a computer could do, and discuss it in a way that will make sense to an actual programmer. Because as programmers will tell you, the building part is often not the hardest part: It's figuring out what to build. "Unless you can think about the ways computers can solve problems, you can't even know how to ask the questions that need to be answered," says Annette Vee, a University of Pittsburgh professor who studies the spread of computer science literacy."

"Or take Adopt-a-Hydrant. Under the hood, it isn't a terribly sophisticated piece of software. What's ingenious is simply that someone knew enough to say: Here's a database of hydrant locations, here is a universe of people willing to help, let's match them up. The computational approach is rooted in seeing the world as a series of puzzles, ones you can break down into smaller chunks and solve bit by bit through logic and deductive reasoning. That's why Jeannette Wing, a VP of research at Microsoft who popularized the term "computational thinking," says it's a shame to think CT is just for programmers. "Computational thinking involves solving problems, designing systems, and understanding human behavior," she writes in a publication of the Association for Computing Machinery. Those are handy skills for everybody, not just computer scientists.

In other words, computational thinking opens doors. For while it may seem premature to claim that today every kid needs to code, it's clear that they're increasingly surrounded by opportunities to code—opportunities that the children of the privileged are already seizing. The parents of Facebook founder Mark Zuckerberg got him a private computer tutor when he was in middle school. Last year, 13,000 people chipped in more than $600,000 via Kickstarter for their own limited-edition copy of Robot Turtles, a board game that teaches programming basics to kids as young as three. There are plenty of free, kid-oriented code-learning sites—like Scratch, a programming language for children developed at MIT—but parents and kids in places like San Francisco or Austin are more likely to know they exist."

"The 1980s made computers personal, and today it's impossible not to engage in conversations powered by code, albeit code that's hidden beneath the interfaces of our devices. But therein lies a new problem: The easy interface creates confusion around what it means to be "computer literate." Interacting with an app is very different from making or tweaking or understanding one, and opportunities to do the latter remain the province of a specialized elite. In many ways, we're still in the "scribal stage" of the computer age.

But the tricky thing about literacy, Vee says, is that it begets more literacy. It happened with writing: At first, laypeople could get by signing their names with an "X." But the more people used reading and writing, the more was required of them."

"It may be hard to swallow the idea that coding could ever be an everyday activity on par with reading and writing in part because it looks so foreign (what's with all the semicolons and carets)? But remember that it took hundreds of years to settle on the writing conventions we take for granted today: Early spellings of words—Whan that Aprille with his shoures soote—can seem as foreign to modern readers as today's code snippets do to nonprogrammers. Compared to the thousands of years writing has had to go from notched sticks to glossy magazines, digital technology has, in 60 years, evolved exponentially faster.

Our elementary-school language arts teachers didn't drill the alphabet into our brains anticipating Facebook or WhatsApp or any of the new ways we now interact with written material. Similarly, exposing today's third-graders to a dose of code may mean that at 30 they retain enough to ask the right questions of a programmer, working in a language they've never seen on a project they could never have imagined."

"It's no surprise, then, that the AP computer science course is among the College Board's least popular offerings; last year, almost four times more students tested in geography (114,000) than computer science (31,000). And most kids don't even get to make that choice; only 17 percent of US high schools that have advanced placement courses do so in CS. It was 20 percent in 2005.

For those who do take an AP computer science class—a yearlong course in Java, which is sort of like teaching cooking by showing how to assemble a KitchenAid—it won't count toward core graduation requirements in most states. What's more, many counselors see AP CS as a potential GPA ding, and urge students to load up on known quantities like AP English or US history. "High school kids are overloaded already," says Joanna Goode, a leading researcher at the University of Oregon's education department, and making time for courses that don't count toward anything is a hard sell.

In any case, it's hard to find anyone to teach these classes. Unlike fields such as English and chemistry, there isn't a standard path for aspiring CS teachers in grad school or continuing education programs. And thanks to wildly inconsistent certification rules between states, certified CS teachers can get stuck teaching math or library sciences if they move. Meanwhile, software whizzes often find the lure of the startup salary much stronger than the call of the classroom, and anyone who tires of Silicon Valley might find that its "move fast and break things" mantra doesn't transfer neatly to pedagogy.

And while many kids have mad skills in movie editing or Photoshopping, such talents can lull parents into thinking they're learning real computing. "We teach our kids how to be consumers of technology, not creators of technology," notes the NSF's Cuny.

Or, as Cory Doctorow, an editor of the technology-focused blog Boing Boing, put it in a manifesto titled "Why I Won't Buy an iPad": "Buying an iPad for your kids isn't a means of jump-starting the realization that the world is yours to take apart and reassemble; it's a way of telling your offspring that even changing the batteries is something you have to leave to the professionals."

But school administrators know that gleaming banks of shiny new machines go a long way in impressing parents and school boards. Last summer, the Los Angeles Unified School District set aside a billion dollars to buy an iPad for all 640,000 children in the district. To pay for the program, the district dipped into school construction bonds. Still, some parents and principals told the Los Angeles Times they were thrilled about it. "It gives us the sense of hope that these kids are being looked after," said one parent.2"

""Our curriculum doesn't lead with programming or code," says Jane Margolis, a senior researcher at UCLA who helped design the ECS curriculum and whose book Stuck in the Shallow End: Education, Race, and Computing provides much of the theory behind the lesson plans. "There are so many stereotypes associated with coding, and often it doesn't give the broader picture of what the field is about. The research shows you want to contextualize, show how computer science is relevant to their lives." ECS lessons ask students to imagine how they'd make use of various algorithms as a chef, or a carpenter, or a teacher, how they could analyze their own snack habits to eat better, and how their city council could use data to create cleaner, safer streets."

"IT WAS A LITTLE MORE THAN a century ago that literacy became universal in Western Europe and the United States. If computational skills are on the same trajectory, how much are we hurting our economy—and our democracy—by not moving faster to make them universal?

There's the talent squeeze, for one thing. Going by the number of computer science majors graduating each year, we're producing less than half of the talent needed to fill the Labor Department's job projections. Women currently make up 20 percent of the software workforce, blacks and Latinos around 5 percent each. Getting more of them in the computing pipeline is simply good business sense.

It would also create a future for computing that more accurately reflects its past. A female mathematician named Ada Lovelace wrote the first algorithm ever intended to be executed on a machine in 1843. The term "programmer" was used during World War II to describe the women who worked on the world's first large-scale electronic computer, the ENIAC machine, which used calculus to come up with tables to improve artillery accuracy 3. In 1949, Rear Adm. Grace Hopper helped develop the UNIVAC, the first general-purpose computer, a.k.a. a mainframe, and in 1959 her work led to the development of COBOL, the first programming language written for commercial use.

Excluding huge swaths of the population also means prematurely killing off untold ideas and innovations that could make everyone's lives better. Because while the rash of meal delivery and dating apps designed by today's mostly young, male, urban programmers are no doubt useful, a broader base of talent might produce more for society than a frictionless Saturday night. 4

And there's evidence that diverse teams produce better products. A study of 200,000 IT patents found that "patents invented by mixed-gender teams are cited [by other inventors] more often than patents … [more]
tasneemraja  coding  computationalthinking  programming  education  development  learning  gender  girls  teaching  blackgirlscode  codeforamerica  thinking  criticalthinking  problemsolving  literacy  race  diversity  janemargolis  ipads 
june 2014 by robertogreco
Dr. Jeannette Wing | Jon Udell's Interviews with Innovators
"For Interviews with Innovators, Jon Udell speaks with Jeannette Wing, a Carnegie Mellon computer scientists who coined the term computational thinking. Her idea is that ways of thinking and problem-solving that involve algorithms and data structures and levels of abstraction and refactoring aren't just for computer scientists, they're really for everybody."
podcasts  tolisten  jeannettewing  computationalthinking  problemsolving  algorithms  datastructures  2007  abstraction  refactoring  compsci  thinking 
february 2013 by robertogreco
The Career Of The Future Doesn't Include A 20-Year Plan. It's More Like Four. | Fast Company
"Hasler has several of these skills in spades…interests are transdisciplinary…a "T-shaped person," w/ both depth in 1 subject & breadth in others…demonstrates cross-cultural competency (fluent Spanish, living abroad) & computational thinking (learning programming & applying data to real-world problems)…intellectual voracity that drove him to write 50k words on Western cultural history while running coffee shop is a sign of sense making (drawing deeper meaning from facts) & excellent cognitive load management (continuous learning & managing attention challenges)…desire to synthesize his knowledge & apply it to helping people & his ability to collaborate w/ those who have different skills, shows high degree of social intelligence."

"…not every older worker is frightened by the 4-year career. Some…have been living this way for decades, letting their curiosity—or their faster metabolism—guide them. What stands out is their sense of confidence that things can (and will) turn out okay."
collaboration  cross-culturalcompetency  computationalthinking  continuouslearning  socialintelligence  interdisciplinary  multidisciplinary  crossdisciplinary  adaptability  specialists  generalists  creativegeneralists  curiosity  sensemaking  renaissancemen  education  transdisciplinary  retooling  unlearning  learning  jobs  anyakamenetz  careers  change  cv  trends  t-shapedpeople  specialization 
january 2012 by robertogreco
Google: Exploring Computational Thinking
"Easily incorporate computational thinking into your curriculum with these classroom-ready lessons, examples, and programs. For more resources, including discussion forums and news, visit our ECT Discussion Forums."

[See also: ]
computerscience  computationalthinking  via:lukeneff  algebra  biology  calculus  compsci  geometry  python  programming  math  lessons  teaching  thinking  edtech  education  elearning  danmeyer  google  science  learning  glvo  edg  srg 
november 2010 by robertogreco
Scratch and Computational Thinking | The Institute For The Future
"Not all students of Scratch use the language as a platform for further computer science education. However, the as computational thinking grows in importance as a critical skill set, environments like Scratch are invaluable precisely because of their ability to teach computational thinking without requiring a long-term commitment to programming. Indeed, it is important to recognize that there are limits to the amount of programming that the general public will be able to undertake."
scratch  thinking  computationalthinking  programming  children  teaching  learning  coding 
november 2009 by robertogreco

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