EdSurge Podcast

The key to reforming schools is imagination. Think bringing the spirit of shows like The Jetsons or Star Trek to school design, throwing out all preconceptions and imagining what a new kind of school could be like designed for today’s needs. That’s the argument made in a new book, Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Are Changing Schools. EdSurge’s CEO and co-founder, Betsy Corcoran, recently sat down with two of the book’s co-authors, Pam Moran, and Ira Socal, to better understand their argument, and ask what practical advice they have for teachers and administrators looking to transform schools.

The first two years of college are often treated like something you just have to get through—and almost like a commodity. Even the term “general education,” as the curriculum is called at that point, feels, well, generic. Jennifer Schubert wants to rethink the first two years. She’s come up with a new model of a two-year college that puts less of an emphasis on academic disciplines and more on they kinds of skills students will need whether they continue their studies or go straight into the job market. She calls it Alder College, though so far it’s just an idea, as its still in the planning phase. Schubert speaks the language of both higher education and business. She’s been a professor at a traditional college, as well as a consultant and business strategist. But these days she’s getting schooled in just how hard it is to start a college from scratch. EdSurge sat down with Schubert recently to talk about her idea, and about her struggle to get her college off the ground.

About 10 years ago, a short video called Shift Happens went viral, providing a wake-up call to educators that their students would enter a very different world once they left the classroom and entered the workforce. The video presented a series of surprising statistics set to music. More than a quarter of a million people have watched the eight-and-a-half-minute video, and one of the video’s creators estimates millions more have viewed four follow-up videos. It marked a bit of a cultural moment. So we decided it would be interesting to follow up with one of those creators, Scott McLeod, to ask what he would change about the video today, and what he would include if he released a new version based on where we are in 2018. McLeod, an associate professor of education leadership at the University of Colorado in Denver, said things haven’t gone exactly as he hoped when releasing that video ten years ago.

Open educational resources have been around for more than a decade, and the sheer number of these materials—in the form of textbooks, courses, videos, software and other public-domain resources—are increasingly available online. . But as more open materials become accessible, advocates for open education still see room for improvement. This week on the EdSurge On Air podcast, we hear from Jess Mitchell, a senior manager of research and design at the Inclusive Design Research Centre at OCAD University, and Kent McGuire, director of the Education Program at William and Flora Hewlett Foundation, who both keynoted the OpenEd conference in New York earlier this month and shared ideas on where the open movement is headed.

There is a lot of talk these days about robots replacing humans in the workforce, but those conversations remain largely abstract. For students in school today, however, the issue is urgent, research shows. What if the job they aspire to today is no longer an option when it comes time to graduate? How can they train for jobs that don’t even exist yet? On the other side of that equation are educators, who often draw from their own learning experiences in K-12 and higher education to inform their instruction. What responsibility do they have in preparing today’s students for a future none of them can really envision? EdSurge recently sat down with Karen Cator, the CEO of Digital Promise, to get her take. Cator is a former director of the U.S. Department of Education’s Office of Educational Technology who has been championing digital learning since long before the term “digital learning” was being thrown around—back when she was still a classroom teacher in Alaska. Of all the issues and trends in edtech these days, she says automation is one of the most pressing—and one that all educators should be thinking about.

Do you want fries with that education? That question is one that many professors fear is essentially coming to colleges, as higher-ed leaders adopt practices from businesses in an attempt to rethink their operations. There’s even a growing body of scholarly work that outlines a critique against the corporatization of college—arguing that even when reforms are well-intentioned, they are making campuses more like burger franchises than centers of learning and research. So how can colleges try new teaching practices, or data-driven experiments, or other new approaches without sacrificing their core values? That was the topic of our latest installment of EdSurge Live, an online town hall about big issues facing edtech. For this week’s podcast, we’re bringing you highlights of that discussion, which took place a couple of weeks ago. As you’ll hear we invited one of those skeptical scholars, as well as an innovation leader from a college.

Imagine you’re an elementary school student. Your teacher has told your class to watch several streaming videos for a class project. You might want to watch some of the videos at home, but your family doesn’t have high-speed internet. That’s just one way technology in education can fail to serve some students. Mimi Ito, a cultural anthropologist at the University of California, Irvine who studies how young people use technology, says it’s not necessarily because the teachers or the people making edtech tools have bad intentions. She argues that understanding another person’s situation is tough if you don’t share that experience. EdSurge recently sat down with Ito at the Intentional Play Summit to get her thoughts on equity in edtech, creativity and how kids’ relationship to technology has changed over the years.

Technology shapes the way we interact everyday. We FaceTime with family across the country, we send snaps to our friends to let them know where we are and what we're doing. But sometimes we fail to realize that the platforms and data that push us to interact, they don't always do it in objective ways. Our interactions are increasingly shaped by algorithms, and those codes are designed by some human. Those programmers literally write the script for the ways that tech will make us tick, for better or for worse. The practice of intentionally guiding user behavior is known as 'persuasive technology,' and it’s making its way into our phones, our homes, and our schools. This week on the EdSurge On Air podcast, we talk with three experts who study persuasive tech, behavior design, and the ways that algorithms behind technology and search engines can leave damaging effects on society and further exacerbate social inequalities.

Entrepreneur Steve Blank has served as a founder, investor and even in the air force. But there’s another title he’s is known for: professor. Blank has earned a reputation among budding and veteran business leaders alike as the father of the Lean Startup movement, a business philosophy that popularized startup concepts like “pivoting” and “minimum viable product.” And he’s taught these ideas on business and innovation at Stanford, the University of California at Berkeley, Columbia and New York Universities. His course on the “lean” methodologies, called Lean Launchpad, is offered at more than 75 schools around the world and was one of the earliest to appear on the online course platform Udacity. This week on the EdSurge On Air podcast, we talk to Steve about both his business and teaching careers, and how changes in the startup world are reflected in both the lean method and his courses. Listen below, or subscribe to the EdSurge On Air podcast on your favorite podcast app (like iTunes or Stitcher). Highlights from the conversation below have been lightly edited and condensed for clarity.

John McPhee, a master of telling nonfiction stories, became a teacher by accident 43 years ago when Princeton University needed a last-minute replacement. He has steered the course ever since, each spring when he takes breaks from writing books or pieces for The New Yorker, and it has become legendary in journalism circles. The list of his alumni include some of today’s most well-known writers: David Remnick (now editor of The New Yorker), Eric Schlosser (author of Fast Food Nation), Tim Ferriss (author of the bestselling “4-Hour Workweek”), and so on. McPhee lays out his course in his latest book, Draft No. 4: On the Writing Process, and I was eager to talk to him about his craftsmanship as a teacher. To my surprise, though, he downplayed his impact in the classroom, and even suggested that you can’t really teach the kind of writing that he, in fact, teaches.