深度学习教学课件.ppt

* A different type of talk than I usually give: a discussion that raises issues we face about fundamental changes in the goals, content, and methods of education From NRC report on education for work and life (2012) Rows have no meaning – only columns No particular learning experience would necessarily cover all – but collectively learning experience should promote all Relate to example * Contrast HGSE with my experiences at lower tier universities * * * * * * * * * Imagine a world where your device knows you. It knows how you learn and knows what educational content to push to you based on your strengths and weaknesses. It knows where you learn sensing relevant information and filtering out the rest. It can seamlessly connect to the most reliable, affordable and safe network.? This is what Qualcomm technology can enable?and this is the difference between a wireless versus a plugged-in experience. Observations of student learning not possible with a multiple choice test Real-time analysis of student paths Assessments that capture the learning process in addition to the product * What makes data “Big” is a combination of four “V’s”: --large amount --fast rate --mix of types --less than perfect accuracy (noise in the signal) Visualization is emerging as a 5th “V” to help producers and users understand patterns * Several important points about this progression from descriptive to prescriptive: --prescriptive use of data requires diagnostic analytics --diagnostic analytics should be “mixed methods” (qualitative and quantitative) – not just numeric --descriptive/predictive in itself is of limited value, because documenting a future that cannot be changed is less useful than understanding how to influence what will happen * * * One of many visions – used as evocative illustration Combines general to specific (lecture) and specific to general (internship) Affective and social dimensions as well as cognitive (jigsaw pedagogy) Workplace tools and media Rich