Bill Nye on Teaching Science Like Comedy

Bill Nye on Teaching Science Like Comedy

Science education should be arranged so that students have more hands-on experience, says Bill Nye.
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edX President Anant Agarwal discusses the latest technologies in online learning, particularly in K-12.

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Find out more about the Global Education & Skills Forum: http://www.educationandskillsforum.org

Transcript –edX is learning destination where we have learners from ages of eight years old to 95 years old on our platform. And so we’ve always had this interest in having a diverse set of courses whether at the high school level or university level, professional education and so on. A lot of our courses right now are university level courses and learners are looking for more basic courses, you know, they lack many of the prerequisites. And some of these prerequisite courses come from high schools. And so therefore it is really important that we get the high school courses on the platform. Certainly high school level courses, very basic courses, are more challenging from universities because universities tend to focus on courses that are at the university level.

And so with organizations like GEMS and high schools and so on we have the opportunity to get high school level courses that can be more on ramps, can serve as on ramps to university level courses. The challenges that are posed with high school level courses is that high schools very often don’t have the resources or video production capabilities and so on to create some of these quality courses. And so there tends to be more of an issue of how do you do the production? How do you provide the support for courses like this?
So our thinking there is that edX has a services team. We are very interested in getting what are called advanced placement level courses in the U.S. So one example is that we could use our production team to provide support for some of these courses. We’re also looking for funding from philanthropists and other foundations that might be able to provide the funding for these courses. We can then partner with high schools or other organizations like GEMS that can then create these courses. GEMS, for example, has a large cadre of teachers that are already providing, offering courses in a number of areas. And so an organization like GEMS is a natural one to partner to get these high school courses.
We also are thinking about courses that are before the advanced placement level. Think of pre-algebra for example. And we’re also developing a lot of tools that will enable students to do simulations and various kinds of online laboratories. That tends to be a challenge as well and we are looking to develop a small team within edX that can create some of these enriched content types as well.
STEM vs. Humanities: The edX Approach to Virtualization and Assessment

So STEM subjects versus humanities subjects tend to have different kinds of components that you need. In the STEM area one of the areas that tends to be challenging are laboratories. How do you provide the kind of hands on laboratory experience. At edX we’ve created online labs that we call, you know, virtual laboratories based on simulation technology. So there students can have a game-like experience as they work with the circuits lab or as they work with the chemistry lab. Or in physics, you know, they can work with an object like a pendulum so they can set the object at various places and see how it moves around all through simulations. So we’re able to use simulation technology to provide a rich game-like experience for the labs in STEM subjects.
Now let’s understand that, you know, not everything is possible to do. So, for example, in chemistry it is hard to capture the smell. But you can certainly look at color and some of the other compositional issues as you titrate different chemicals in various quantities and so on. Now in the humanities side there are other challenges. You may not have the laboratories along the lines of lab benches and so on but in humanities you have other challenges that we try to address in different ways. One example is for assessments in humanities tend to be assessments tend to focus heavily on open responses such as an essay, for example, or a descriptive response. [transcript truncated].

Directed / Produced by Jonathan Fowler
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5 Technologies That Will Change Classroom Education

5 Technologies That Will Change Classroom Education

5 Technologies That Will Change Classroom Education

The potential for new technology in the classroom is really cool – and also kind of creepy. Here are five technologies that could dramatically change the way we learn.

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A short video clip presentation about the importance of technology in education. hope you learn something from this. Thanks– Created using PowToon — Free sign up at http://www.powtoon.com/youtube/ — Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon’s animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
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Hey Bill Nye, ‘Do I Have to Choose Between a Science and Arts Education?’ #TuesdaysWithBill

Hey Bill Nye, ‘Do I Have to Choose Between a Science and Arts Education?’ #TuesdaysWithBill

Bill Nye the Science Guy explains how reinvigorating basic research and development in our schools resulted in the acronym STEM (science, technology, engineering, and math), and why new acronyms are emerging.

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Transcript – Sam Passer: Hi Bill Nye this is Sam Passer. And my question for you is, as an art student myself, do I have to choose between art and science for our next generations to thrive or can art and science coexist? Please let me know. Thanks.

Bill Nye: Sam! Sam! Sam! Art and science have to coexist. They’re both human endeavors. However, just keep in mind I am a science guy and like this that science, this process that humans have developed seems to be, to my way of thinking, the best idea we’ve had, the best idea we’ve had about how to know nature, how to know our place in the world, in the cosmos. But without art we would hardly be people. Art is created by people and it inspires each of us. It’s the way we send messages. It’s the way we motivate each other or keep each other from doing something. Art is part of us. We don’t want art or science, we want to both. With that said, a little commentary about our current controversy in education in the United States, everybody goes on and on with this acronym STEM, STEM, STEM, STEM, STEM: science, technology, engineering and math. And this is a fine acronym. It talks about or it was created to address what was a clear need here in the United States after people landed on the moon, investment in basic research was curtailed, except in the military spending. And so we stopped, the United States stopped doing as much basic research as it had been doing and so to reinvigorate this people created this acronym and there’s all these science, technology, engineering and math programs in school. It’s good. It’s good. Now people talk about STEAM: science, technology, engineering, art and math. Well good. Yes. And I’ve heard STEAMD: science, technology, engineering, art, math and design. Okay. Pretty soon the acronym is going to have all the letters that we would call the school, just school. You go to school and you’ve got to have math; you’ve got to have language arts, English in my case and the United States were English is the primary language; you’ve got to have a history; you got to have a – I’d like us to have civics about the U.S. Constitution and the behavior and the way the government is created; and we’ve got to have art; you got to have science. Yes. We’ve got to have all of that. But this tacking stuff on this acronym that became so popular, STEM, is okay, everybody but let’s not forget we got to do everything. It’s not one or the other. Please, it’s not one or the other.

Learn the process of science. You don’t have to become a scientist full-time or an engineer full-time. And for those of you who love science and engineering I hope you pursue some art and learn some art and how to create art yourself and appreciate it. It’s what makes us people. Go for it.
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There must be science and math protocols.

David Pogue: It’s a bigger problem than I know what to say. Obviously it’s a priority issue. I don’t know how you translate that. Is it something on the parenting level? Is it something to do with funding? Is it set from the very top? Is it a Presidential thing? I don’t really know.
There’s a lot of smart people working on the problem, but all I know is that the problem exists and it distresses me personally.
I do not come across a lot of tech-savvy women. Year after year after year, it’s the same thing. The PR people are women, and if I have a question they’ll pass me along to the male engineers who can answer the question. I don’t know if there’s a built-in bias in the system, or if there might just be an inclination. I know this will generate tons of letters but, you know, it may be that fewer women are interested. I don’t know.
At one point, I wrote in a column [for the New York Times] the fact that older people generally have a harder time adapting to new technologies than younger people, which I think was as safe a generalization as one could possibly make. But of course I heard from all these old people, like, “How dare you? You know, I can use a Blackberry with the best of ’em.” But it’s a generalization. It doesn’t mean that every single person is in that category. Yes, I know that.
But I know as a 45-year-old it’s harder for me to pick up new things than when I was 20. Again, I’ve been a computer tutor my entire life and I can see it in the ages of people that I teach. So I still believe that’s true. So politically uncorrect [sic] as it may be, it may be true that there are differences between older people and younger people, and between men and women.
Recorded on: May 15, 2008.

David Pogue: It’s a bigger problem than I know what to say. Obviously it’s a priority issue. I don’t know how you translate that. Is it something on the parenting level? Is it something to do with funding? Is it set from the very top? Is it a Presidential thing? I don’t really know.
There’s a lot of smart people working on the problem, but all I know is that the problem exists and it distresses me personally.
I do not come across a lot of tech-savvy women. Year after year after year, it’s the same thing. The PR people are women, and if I have a question they’ll pass me along to the male engineers who can answer the question. I don’t know if there’s a built-in bias in the system, or if there might just be an inclination. I know this will generate tons of letters but, you know, it may be that fewer women are interested. I don’t know.
At one point, I wrote in a column [for the New York Times] the fact that older people generally have a harder time adapting to new technologies than younger people, which I think was as safe a generalization as one could possibly make. But of course I heard from all these old people, like, “How dare you? You know, I can use a Blackberry with the best of ’em.” But it’s a generalization. It doesn’t mean that every single person is in that category. Yes, I know that.
But I know as a 45-year-old it’s harder for me to pick up new things than when I was 20. Again, I’ve been a computer tutor my entire life and I can see it in the ages of people that I teach. So I still believe that’s true. So politically uncorrect [sic] as it may be, it may be true that there are differences between older people and younger people, and between men and women.
Recorded on: May 15, 2008.
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Technology in Education: A Future Classroom

Technology in Education: A Future Classroom

• Official Selection, 2014 White House Student Film Festival
• Best Special Effects, 2014 Rockland Youth Film Festival
• Featured as part of the ZKM | Center for Art and Media’s “Exo-Evolution” exhibit in Karlsruhe, Germany (October 30, 2015—February 28, 2016)
• 2nd Place Experimental Film (Professional Subdivision), 2014 My Hero International Film Festival

CREDITS
Directed/Written/Edited/Visual Effects by Daniel Nemroff (Class of 2015)
Cinematography — Daniel Nemroff and Noah Silvestry
Casting and Grip — Samuel Kruger and John Gallagher

Featuring (in order of appearance):
Alex Nichol
Odette Moolten
John Gallagher
Josh Weisgrau
Shira Prusky
Krishna Kahn
Will Keith
Alexander Horikawa-Torno
Jenna Bergmann
Marissa Gratz
Nicky Kirschner
Samson Zaoutis
Talia Rosenberg
Jessica Weiss
Matt Blackman
David Abrams
Daniel Nemroff
Sam Kruger
Colin Roberts
Dr. Hanson
Alex Kalman
Sahva Gebrehiwet
Hannah Lafferty
Grace McDonnell
Adam Trask

Acetic Acid 3D Model by John Gallagher

Special Thanks:
Ken Kirschner
Dr. Hanson
Colin Angevine and Josh Weisgrau
Friends’ Central School

I have permission to use the audio in this film.

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Find me online:
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We partnered with Toledo Public Schools to create a video demonstrating technology in the classroom. Starting from elementary all the way through to college.
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GEMS Education Solutions’ Chris Kirk on Education Reform

GEMS Education Solutions’ Chris Kirk on Education Reform

GEMS Education Solutions CEO Chris Kirk education reform in both developed and developing countries.

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Transcript — We do have a real crisis in education. In the developing world, in Africa and Asia, we still have so many children out of school. Often the figure that is cited is around 140 million children, some people are saying as high as 250 million children who do not have access to a school place. But actually there’s also a question what do we do once of those children are in school? Because many of them are in a class where the teacher is not qualified or indeed where the teacher is completely absent from that class.
In the developed world the issue is equally strong because we’re spending 12 years of a child’s education and they are leaving school and they don’t have the skills that employers and society say that they need them to have. And we have mass youth unemployment. We have a lot of a graduate unemployment. And at the same time we had a real gap between the skills that are required and what it is that those young people are able to do.

I think it’s really important that we look at the data, we look at the evidence of what works when we’re looking at how to do you make every school a great school. For example, here in GEMS Education Solutions we’ve developed a methodology for supporting schools in improvement. And at the heart of that is an understanding of how you make a school better. First of all it’s about educational excellence. We need to look at the quality of leadership, quality of teaching, the curriculum. Very importantly how a teacher’s empowered to plan, assess, develop their practice and be the lead people for taking the profession forwards. And by doing that we find that standards can rise much more quickly. But equally important, how do we engage the parents? This is a key part of educational effectiveness. We know that children with engaged parents improve in their educational quality much more quickly than those with parents who were disengaged in education.

The other side of the coin into education effectiveness is operational effectiveness. And this is something that we in educations have only recently become much better at. This is about how do we efficiently deploy the resources that we have. It’s also about how do we introduce the right processes in our schools. Businesses will look in detail at their processes, what is it that we do from top to bottom to deliver the right result. In schools, often it can be more intuitive. However, by analyzing the key processes in a school and actually making sure that each of them is being delivered in the most efficient way by the right people using the right technology, we can actually help to use our money better. And this is the point around financial effectiveness because if we are delivering high quality education and we’re doing it in a way which is operationally effective, then we’re making the best use of our resources.

It’s also very important to make sure that all of the stakeholders are really engaged in the work you’re doing. So what is it that the parents think, what do the teachers think, what do the students think. How does it all come together to make sure that we have a school that’s going to continue to improve, be critical of itself and do the very best it can for its community.
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How to Unboil an Egg – Eleanor Nelsen

How to Unboil an Egg – Eleanor Nelsen

How to unboil an egg - Eleanor Nelsen

View full lesson: http://ed.ted.com/lessons/how-to-unboil-an-egg-eleanor-nelsen

It’s so obvious that it’s practically proverbial: you can’t unboil an egg. But actually, it turns out that you can — sort of. Eleanor Nelsen explains the process by which mechanical energy can undo what thermal energy has done.

Lesson by Eleanor Nelsen, animation by Provincia Studio.
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