Dr. Cat Hicks
@serge nothing is wrong with these arguments, because they are the bog standard arguments that everyone who's worked in education reform long enough makes, take a look at some of the research I'm an author on and you'll start to see some evidence for why I have an opinion here
The criticisms are about the proposed solutions. Anyone (with a good PR team) can give a good TED talk and say things we all agree with. The solutions have been very lacking.
Paul Cantrell
@grimalkina @serge
Yup. As somebody whose teaching life focuses on•heavily• on those first two points Serge made, I can say that they’re great ideas and execution is •everything•.
Using AI to accomplish those worthy goals is dubious for the same reason that it’s dubious to have a machine generate random code instead of having developers think through the problem.
Dr. Cat Hicks
@inthehands @serge as with anyone with a large platform people have mixed opinions about Dan Meyer, I am not enough in the inside baseball of Education Discourse to know :). But I thought this piece was quite sharp and well represented my own views during many agonizing years I spent trying to amplify the voices of students (including during school closures, during which the lack of listening to students was a big turning moment in my life and a reason I left this work)
https://danmeyer.substack.com/p/andrej-karpathy-is-in-trouble
Paul Cantrell
@grimalkina @serge
That’s a good piece. It wanders a bit, but I like the keen observation that if receptive learning worked all the time, then the printing press would have “solved” education already.
A maxim I love: learning is relational, not transactional. IOW, learning happens as the result of meaningful human relationships (teacher/student, student/student), not students acquiring ideas as if they were objects placed in a box.
Paul Cantrell
@grimalkina @serge
Hats off to your wife doing that work swimming upstream. I’m in a department where hands-on / active work is a high priority for all of us, and highly valued — and we share those hands-on materials for a course across instructors and improve them collaboratively over years. That’s •huge•, with compounding dividends, and it’s •still• really hard work! To go it alone is incredibly tough.
Dr. Cat Hicks
@serge my wife also teaches the most hands on courses imaginable, lab courses, which she invented from scratch and receives almost no recognition from research faculty for, a heroic activity as you well know @inthehands ! The plan facts are that even when that is your goal it's absurdly hard to do, that there are many reasons that in some situations the choice has been "NO class AT ALL" or "a lecture class," rather than a choice between a lecture and hands on personalized learning.
Dr. Cat Hicks
@inthehands @serge I shouldn't overstate, they have a lovely teaching faculty community and she's ridiculously successful, but yeah the divide is still very real and comes up in wild ways (from my outside perspective), just so many ways in which teaching expertise and impact is not treated as a real expert skill across STEM and tech. We actually are about to launch something we worked on together on this topic...!! Stay tuned 😌😌
Paul Cantrell
@grimalkina
I am eager to hear about whatever it is!
Paul Cantrell
@grimalkina
Scrolling past this in my mentions just now:
“just so many ways in which teaching expertise and impact is not treated as a real expert skill across STEM and tech”
…realized I should add: half the time teaching expertise and impact is not treated as a real expert skill ••in education••
Paul Cantrell
@robotistry
Yes and
Robotistry
@grimalkina @inthehands @serge As not-a-teacher, I really don't think the problem is "not enough ed tech".
I think the problem is "we don't have a sustainable funding model capable of supporting the amount and type of one-on-one and small group student-teacher interaction that would be effective at helping each student achieve their goals".
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