21–30 of 528 posts
The key point: > Seeing as the great majority of students spend over 80% of their digital device time using these tools to multitask, the automatic response for a great majority of students using these tools has become multitasking.. Unfortunately, when we attempt to employ digital devices for learning purposes, this primary function quickly bleeds into student behavior. > This is why, when using a computer for homew…
The key point: > Seeing as the great majority of students spend over 80% of their digital device time using these tools to multitask, the automatic response for a great majority of students using these tools has become multitasking.. Unfortunately, when we attempt to employ digital devices for learning purposes, this primary function quickly bleeds into student behavior. > This is why, when using a computer for homew…
The interesting follow-up here... there is no reason these effects should be restricted to children. Like, if children can't learn with devices in a classroom, it suggests executives can't learn in an office (and might give a hint as to why we haven't seen expected productivity benefits driven by it). But again, if the effect was this strong, I'd really expect to see broader evidence (even just at a national level ba…
The key point: > Seeing as the great majority of students spend over 80% of their digital device time using these tools to multitask, the automatic response for a great majority of students using these tools has become multitasking.. Unfortunately, when we attempt to employ digital devices for learning purposes, this primary function quickly bleeds into student behavior. > This is why, when using a computer for homew…
The interesting follow-up here... there is no reason these effects should be restricted to children. Like, if children can't learn with devices in a classroom, it suggests executives can't learn in an office (and might give a hint as to why we haven't seen expected productivity benefits driven by it). But again, if the effect was this strong, I'd really expect to see broader evidence (even just at a national level ba…
but it's not possible because the job requires all these gateway-drugs-to-distraction to be on the forefront of your workspace: * keep slack open in case you're needed in that support thread * keep a browser open so you can google the api docs for something (that's how i ended up here right now) * keep spotify playing in the background so you can drown out the noise of the open office/work-from-home-noise
The key point: > Seeing as the great majority of students spend over 80% of their digital device time using these tools to multitask, the automatic response for a great majority of students using these tools has become multitasking.. Unfortunately, when we attempt to employ digital devices for learning purposes, this primary function quickly bleeds into student behavior. > This is why, when using a computer for homew…
The interesting follow-up here... there is no reason these effects should be restricted to children. Like, if children can't learn with devices in a classroom, it suggests executives can't learn in an office (and might give a hint as to why we haven't seen expected productivity benefits driven by it). But again, if the effect was this strong, I'd really expect to see broader evidence (even just at a national level ba…
Router-manufacturer should be mandated to implement a functionality that allows applying a whitelist filter for certain times of a day. It would have helped me a lot as a parent to make sure that my children can only access Desmos, online Office sites etc. while they are supposed to do their homework.
Mind-boggling, seriously.
Was one of the goals with EdTech to sort of gamify learning to get kids more engaged or something? I could imagine a scenario where some kids learn more by a paper / pencil / book modality and would do worse learning from an iPad— while other kids who are totally disengaged might learn something at all from an iPad so that’s better than nothing?
This is interesting, and I think plausible, but I find it... surprisinging that the evidence base is so poor. Like, I know entire states have banned smart-phones now, can we see those effects yet? If it's anywhere near as powerful as the author suggests, surely we should? The second question I have is about the outcome variable on these (but I realise I should probably just go read the damn research) - is it possible…
Edtech has failed in India because there is very little tech and even little education in the apps. Mostly edtech in India equates to exam preparation apps.
Other approaches like the duolingo gamification approaches have also failed to actually educate users though some of them have found success as startups.
This has lead to a disillusionment among parents about the edtech promise. Also, unfortunately the big successes of edtech(Byjus, Whitehat etc) turned out to be bad apples.
But lets take the positives. The main positive is that parents and kids are willing to try and there is a huge market. They just need the right product.
My takeaways are as follows:
1. Too many products try to reinvent the wheel with their own curriculum etc. This creates an extra burden for students who have to study these in addition to their course work. Given the paucity of time, guess what they drop?
2. Too much gamification and engagement farming. The emphasis on gamification instead of learning.
3. Most edtech is about putting videos online and adding quizzes. No emphasis on making the content actually interactive and engaging. In this day and age why shouldn't text books be interactive.
This is what I am focusing on and helping my wife do a startup in this space(I am unfortunately busy with running a SaaS startup, so I just help out of passion :))
So far, we have made the whole of CBSE(India's national curriculum) curriculum for math as an interactive textbook. But it's a long journey. There is no hurry. The revolution has just started :)