Es un tema que, aunque siempre está a la orden del día, me temo que mucha gente no es consciente de sus verdaderas implicaciones. Me encuentro con mucha gente que, automáticamente, asocia éstos aspectos con "es gratis y puedo hacer con él lo que quiera", sin embargo luego tienen un doble rasero que no me parece nada apropiado con éstos temas.
Por lo que veo a todo el mundo le parece una idea genial que OTROS publiquen cosas que ellos puedan utilizar pero que sean los otros los que utilicen lo que ellos hagan les parece una idea nefasta ¿curioso verdad?
The most memorable line from my recent visit to China was this: "We have 12 million K-12 teachers in China who need to receive this particular in-service training, so we started with a group of about 200,000." When you are examining education policy in a country of 1.4 billion people, all of the numbers become unfathomably large very quickly.
Part of the reason for the rise of MOOCs in China is that educational demand radically outstrips supply.
There is a sense, in the U.S., that if we stopped cutting funds to public education in the states, we'd be able to address a substantial portion of academic demand. Equity concerns, therefore, are more often framed around quality of instruction: a fear that MOOCs would lead to a two-tiered system where the affluent get their instruction in labs and seminars from elite professors and everyone else has to click through alone.
This particular line of concern, about MOOCs leading to a two-tiered educational system, was essential non-existent in our conversations in Beijing.
reflexiones un tanto deslavazadas, y enlaza a algunos debates que ha leído por ahí.
Tenemos el timeline que nos merecemos.que creo que tiene algo que ver con lo que decíamos hace no mucho de Tomar el control de nuestra información.
No me acuerdo donde lo leí, pero me gustó cierto punto de vista que dice que no te puedes quejar de lo que ves en Facebook si tú no haces un mínimo esfuerzo por tratar de moldearlo a tu gusto. Nunca lo conseguirás al cien por cien, pero al menos entonces tus quejas estarán justificadas por la parte que no está en control tuyo. Y lo principal: tendrás un timeline un poco mejor que el anterior. Y quien dice Facebook, dice Twitter o Google+. O lo que sea que use.
I closed my program, made myself a cup of tea, called my boyfriend, and asked him why, according to the data, I missed him more than he missed me. He said that wasn't true, he just preferred to talk on the phone rather than send me emails. I went back to the data to see if it substantiated his claim, and indeed it did: He used "call me" and "phone" more frequently in his emails.
I was originally planning to make an app to allow anyone to analyze their own relationship, but it isn't clear to me I'd be offering something worth having.
If you never thought of your partner as unaffectionate until you learned they say "I love you" 20 percent less frequently than you do, what benefit have you gained?
My relationship is not fully captured by my emails: What I remember are the moments themselves, not their digital shadows.
This definition encompasses a few skills, but the most important one is specification. In order to represent a system, we have to understand what it is exactly, but our understanding is mired in assumptions. A fun illustration of this is the first time my co-founder, Robert, was trying to sort a list of names and getting frustrated with it. I asked him a simple question: "What does it actually mean to alphabetize something?" He had never once considered what that really meant. It was some vague concept that he had a mental model for, but he had never been forced to specify the exact result (for example, what do we do with non-English characters?)
Just like writing, we have to know how to solidify our thoughts and get them out of our head. In the case of programming though, if we manage to do that in a certain way, a computer can do more than just store them. It can compute with them
To achieve this, it seems like all we need is to show people how to give the computer instructions, but that's teaching people how to put words on the page. We need the equivalent of composition, the skill that allows us to think about how things are computed. This time, we're not recording our thoughts, but instead the models of the world that allow us to have thoughts in the first place.