Source: NYTimes, Apr 2012
In the race to be more competitive, we sometimes confuse what is hard with what is valuable. The intensity of competition becomes a proxy for value.
In fact, Thiel argues, we often shouldn’t seek to be really good competitors. We should seek to be really good monopolists. Instead of being slightly better than everybody else in a crowded and established field, it’s often more valuable to create a new market and totally dominate it. The profit margins are much bigger, and the value to society is often bigger, too.
He’s talking about doing something so creative that you establish a distinct market, niche and identity. You’ve established a creative monopoly and everybody has to come to you if they want that service, at least for a time.
Think about the traits that creative people possess. Creative people don’t follow the crowds; they seek out the blank spots on the map. Creative people wander through faraway and forgotten traditions and then integrate marginal perspectives back to the mainstream. Instead of being fastest around the tracks everybody knows, creative people move adaptively through wildernesses nobody knows.
Source: MIT Press Office, Apr 2012
MIT has launched an initiative encouraging its students to produce short videos teaching basic concepts in science and engineering. The videos — aimed at younger students, in grades from kindergarten through high school — will be accessible througha dedicated MIT website and YouTube channel. A subset of the videos will also be available on Khan Academy, a popular not-for-profit educational site founded by an MIT alumnus.
Under MIT+K12, MIT students produce videos that are five to 10 minutes long on topics of their choosing; they can also develop video concepts requested by teachers, K-12 students and other users. In the three dozen MIT+K12 videos posted so far, students have focused on topics ranging from flying robots to basic chemistry to Earth’s rotation.
MIT+K12 also offers opportunities for K-12 students and teachers to communicate with the MIT students making the videos, and vice versa. “From the outset, MIT students wanted to know their videos would be useful to the students watching them,” Waitz says. “The only way to really figure this out is to put the groups in touch with each other.”
Source: Time, Apr 2012
The learning paradox is at the heart of “productive failure,” a phenomenon identified by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore.
… it’s better to let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start.
The apparent struggles of the floundering group have what Kapur calls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise.
… we need to “design for productive failure” by building it into the learning process. Kapur has identified three conditions that promote this kind of beneficial struggle.
- First, choose problems to work on that “challenge but do not frustrate.”
- Second, provide learners with opportunities to explain and elaborate on what they’re doing.
- Third, give learners the chance to compare and contrast good and bad solutions to the problems.
Source: NYTimes, Mar 2012
The best students and the ones who get the most out of their educations are the ones who come to school with the most energy to learn. And — here’s an important corollary — those students are not always the most intellectually gifted. They’re not always the best prepared or the most cultured. Sometimes they think slowly. Sometimes they don’t write terribly well, at least at the start. What distinguishes them is that they take their lives seriously and they want to figure out how to live them better.
They’re an amazing pleasure to teach even if their subject-verb agreement isn’t always what it might be and they don’t know what iambic pentameter is. I can teach them those things. What’s way harder to teach — maybe it’s impossible — is the love for learning and the openness to experience that these students bring to the seminar table.
… what the truly hungry students have in common is pretty simple: Their parents loved them a lot and didn’t saddle them with gross expectations, spoken or unspoken. These students aren’t adventurous because they’re insecure and uncertain. It’s very much the opposite. Students willing to risk their beliefs and values in school do so because they have confident beliefs and values to risk.