Showing posts with label STEM. Show all posts
Showing posts with label STEM. Show all posts

May 26, 2011

Educating The World


Salman (Sal) Khan is amazing!

He quit a job as a hedge fund analyst to start a free and now highly popular educational website Khan Academy.

Khan is the founder and sole faculty of the academy, and has posted over 2,100 educational videos on topics ranging from:
  • Mathematics
  • Science
  • Economics
  • Finance
  • History
  • Statistics
  • And more
Khan goal is to "educate the world" providing the tools so that everyone can learn at their own pace, and where teachers are facilitators.

Khan explains the concepts of the various subjects slowly and clearly and uses an electronic blackboard to demonstrate examples and problems.

The Khan Academy also provides exercises, test prep (like for the SAT, GMAT, etc.) and a dashboard for tracking student progress.

As of today--26 May 2011--Khan has served up over 56 Million lessons!

According to BusinessWeek (May 23-29, 2011) Khan's work was recognized in 2010 by donations that included $1.5 million from the Bill and Melinda Gates foundation, $2 million from Google, as well as others.

Of course, there are other free learning sites out there, but to me Khan Academy seems unique in its breadth and depth of core academic learning--plus they are all taught by Khan!

Khan Academy is becoming the "free virtual school" for the world, and his students seem to love it.

While Khan is doing a super-human job, one suggestion that I have is to consider adding social collaboration tools (chat, blogs, groups, and so on) to the site to enable students to discuss about the material and ask questions and even post their own insights that others can benefit from.

Also, opening some element of this up to crowd-sourcing (like Wikipedia) may help this to grow even bigger and faster.

At some point, even a King Khan needs some help to educate the masses.

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February 22, 2011

The Little Techno Bus That Could




In an accomplishment sense, I am very proud of what Pope County, Arkansas is doing in terms of advancing education with technology on school buses for K-12 through the Aspirnaut program (photos from their site), founded and supported by Vanderbilt University.


Government Technology Magazine reports in February 2011 that Aspirnaut is transforming school buses into mobile classrooms, so that ”idle time is transformed into extended learning time with laptop computers and Internet access.”


The Hector School District buses are now equipped with computer screens, earphone jacks with headphones, wireless Internet, and scanning devices to record bus activity.


“The five 19-inch customized computer screens stream math and science content from PBS, NASA, the Discovery Channel, CBS News, and the Smithsonian Institution for students to watch on their hour-long rides to/from school. The screens also include video-conferencing capability.”


Students are seated on the bus in groups by age and grade to listen to their specific curriculum by plugging their headphones into jacks beneath their seats. The content of each bus-seating zone is then correlated to what the students are learning in the classroom.


Dr. Julie Hudson, co-founder of the program in 2007, is looking to improve student’s achievements, especially in Science, Technology, Engineering, and Math (STEM). These are learning areas where we have fallen dangerously behind in national rankings, and this is seen as harming our innovativeness and competitive capacity for the future.


On one hand, I think that this type of extended learning program is very valuable to our students and provides them the opportunity to get additional constructive learning time in. Also, it’s great to distract them from getting into potential trouble on the ride home. :-)


Yet, on the other hand, I am also concerned that we continue to put more and more pressure on our children to seemingly always be productive, learning, and competing. Some examples of this are not just extended learning days (on buses or off), but also extended school years, even summer school, AP classes, SAT courses, some wonderful volunteer programs, internships, oodles of extra-curricular activities, side jobs, and more. Certainly seems like it’s not easy to be a kid these days!


Now, even a simple bus ride to/from school/home is no longer a time to unwind, sleep, socialize, listen to music, play video games, or just be kids. Even the choice of video content on the buses is purely educational and there is nothing social, fun, or relaxing for the children anymore. How about an episode of The Brady Bunch?


While, I certainly understand the need for us to advance our education, skills, and competitive positioning, and the learning bus is a great concept to move us towards that. However, I cannot help but remember a more innocent and carefree time in my own childhood, where there was “a time and place for everything.”


Then (not that long ago!), we took learning seriously and worked hard—always with a focus on the future (What will I be…Where do I want to end up…How can I live up to my potential?), but we also made sure to have time for friends and fun—downtime and think time. Today however, with the high-tech, always on, 24/7 society that we are creating for our children and ourselves, are we losing a sense of balance, perspective, even our innocence (so to say)?


In relation to this, I wonder sometimes about the Kingdom of Bhutan’s concept of measuring Gross National Happiness instead of what we measure Gross National Product, and I ask myself, where is our school bus heading?


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February 19, 2011

Technology and The Workforce Seismic Shift

The Wall Street Journal this week (17 February 2011) had a scary and thought-provoking editorial called “Is Your Job an Endangered Species.”

The thesis is that “Technology is eating jobs—and not just obvious ones like toll takers and phone operators. Lawyers and doctors are at risk as well.”

The notion is that while technology creates opportunities for some, it is a major threat to many others.

The opinion piece says to “forget blue-collar and white-collar-workers.” Rather, think in terms of workers who are either “creators” or “servers”.

Creators—these are the innovators: programmers, researchers, and engineers. They are “the ones driving productivity—writing code, designing chips, creating drugs, and running search engines.”

Servers—these are jobs to service the creators: “building homes, providing food, offering legal advice,” etc. These jobs are ripe “to be replaced by machines, by computers, and by how business operates.”

These two categories of labor are similarly portrayed in the movie I. Robot with a vision of society by 2035 that has engineers (“creators”) from U.S. Robotics building robots and then masses of robots walking around side by side with people and performing everyday tasks from the delivering packages to caring for the sick (“servers”).

With manufacturing jobs continuing to move overseas to the “lowest price bidder” and service-based jobs at risk as we continue to make advances in robotics and artificial intelligence, there are a number of important questions that will challenge us:

1) Are the Creator jobs (augmented by the left-over service jobs that don’t go to robots or AI) enough to keep our population fully or even near fully employed?

2) Can almost everyone (no matter what their intellectual capability and curiosity) be expected to perform in the functional job category of creators?

3) Can we transition the preponderance of our society to be engineers and programmers and scientists and inventors—especially given our challenges in science, technology, engineering and math (STEM), and is this even desirable?

According to the WSJ editorial, there are a few givens:

- Momentous change in the job market is upon us: “Like it or not we are at the beginning of a decades-long trend” in changing employment prospects.

- Jobs are going to be destroyed: “There is no quick fix for job creation when so much technology-driven job destruction is taking place.”

- New jobs will be created: “History shows that labor-saving machines haven’t decreased overall employment even when they have made certain jobs obsolete.”

One of the major problems with the rapid pace of the technology boom we are experiencing is that job market has not had time to adjust—and the “legacy” labor supply is out of equilibrium with the emerging market demands.

Therefore, until new jobs and the associated education and training catch up to meet the demands of a changing society, we are going to suffer severe job dislocation and unemployment that will be enormously painful for many years yet to come.

In terms of what the gamut of new jobs will end up being in our society, surely it will involve areas of critical need such as energy independence, ongoing medical breakthroughs, necessary security advances, high-speed transportation, and so much more.

In all cases though, we can expect that those workers that bring innovation and modern technical skills “to the table” will have the distinct advantage over those that cling to jobs past their technological prime.

Digital natives will have the advantage here; digital immigrants need to adjust to the seismic shift to the employment landscape that is still only just beginning.


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January 9, 2011

The Center Of Gravity Is Information

Center of Gravity (COG) is a military concept that Dr. Joseph Strange defines as “primary sources of moral or physical strength, power, and resistance.” From a military perspective, this is where we should concentrate when attacking the enemy. As Prussian strategist Carl von Clausewitz states, “that is the point against which all our energies should be directed.”

In “Center of Gravity Analysis” (Military Review, July/August 2004), Army Colonel Dale Eikmeier describes the framework for COG and how an enemy (your threat) attempts to exploit them, as follows:

· Center of Gravity—the organizations that do the work (e.g. the military/industrial complex)

· Critical Capabilities (CC)—the strengths of the organization—its “primary abilities”

· Critical Requirements (CR)—the supplies that a COG use—the inputs that are their opportunities, if leveraged for future plans

· Critical Vulnerabilities (CV)—the vulnerabilities a COG has—e.g. exposed or unguarded critical infrastructure

From an enterprise architecture perspective, I greatly appreciate this analysis of COG as it aligns beautifully with Albert Humphrey’s famous Strenghts, Weaknesses, Opportunities, and Threats (SWOT) Analysis for organizational strategic planning.

Aside from typical SWOT analysis to develop your organization’s strategy, the COG analysis adds greater offensive analysis to SWOT--like the military, organizations using the COG model can disrupt competitors’ advantages by seeking to weaken them where they are most vulnerable.

For example, EA used in this fashion may lead a company to build a sophisticated online sales site that directs customers away from your competitor’s retail location. Similarly, acquiring a major supplier (i.e. vertically integrating) may disrupt a competitors’ supply capability, and so on. The point is that EA becomes a force for attack rather than a mere planning tool or information asset.

It is at this point that I disagree with the assertion in the article that “Information is not power; it is a tool, an enabler. It helps wield military or economic power. By itself, it is simply information.”

Far to the contrary, information is one of the greatest assets that we have. It is the way that an advanced, intellectually based society competes. Of note, our declining performance in Science, Technology, Engineering, and Mathematics (STEM), which is so greatly worrisome to our leadership, is of concern because it is directly a threat to our competitive advantage, both militarily and economically, in the global environment.

Information, as embodied by the Internet, is now the center of our society. With it, we perform critical tasks of information sharing, collaboration and education. Used effectively, our military has developed robust command, control, communications, computers, intelligence, reconnaissance, and surveillance (C4ISR)—all information-based. Similarly, our industry is highly competitive and advanced because of the engineering, innovation, and people behind it.

Enterprise architecture, once a small part of the IT infrastructure, can actually play a far greater role in the information society if we allow it to. We have morphed from the industrial age of the 18th and 19th centuries to a highly advanced information society that creates new sources of critical capability, but also new critical vulnerabilities that must be defended. And we must also leverage the vulnerability of our enemies in order to stay viable. Whether it’s cyber-warfare or economic survival, information is at the heart of everything we are successfully doing today.


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