video- garan video-attenborough video-paul rose video
INDUSTRIAL REVOLUTION 4 : our goodHUBSguide awards for 2020 startupgrind and zoomuni- started in london 2005 year of make poverty history hubbers thank klaus schwab for extending a week long skiing for leadership hunt to 4 cities linking in humansai- san framcisco, tokyo, beijing, delhi- it was a pity that those who met at san francisco in 1945 chose one way to un just the atlantic belt roads not asia pacific beltroads too- after all two thirds of humans live on the asian continent and it was the british english mindset which trspun slavery and povery traps across the old world- born to a scottish veteran who served his last days as a teen i would exist without the kindness of americans stopping the old world from 2 global wars but that doesnt mean enough americans understood diversity of colred skinned original continents of asia or africa in 1945 -any un curriculum in american schools needed to connect california with maps of asia, west asia landbridge to africa not just the vanities of the western g6 representing less than 10% of people lives- these inequalities were an accident of how the first 18 decades of humans and machines spread- if only what glasgow u's watt and smith started up in 1760s had spread as efficiently as nature's virus- this is a terminal reminder that man's globalisation is broken wherever it fails exinction-testing rules of bottom-up and open not trumpian top down and bordered
- special china thanks: BRI Belt Road IQ -need custom guide rsvp normanmacrae foundation, DC-text 240 316 8157
Main reason for optimism is leapfrogging - thats when a society/place that was excluded from industrial age networks leapfrogs an old system to a new one thanks to 1000 times more COMstech than 1946; about a third of the world never had wired telephone lines, now almost all have mobile (text version); more than a quarter of the world never had electricity grids, now microsolar is linking in;. Prior to 2017 only Jim Kim open spaced this debated in DC: let's hope all parents and youth do now from usa to china to Rome, from Scotland to Argentina, from Bangalore to Haiti. from . G1 G2. Join and QBG -does your place have a JYK to celebrate global youth? futures of Liberty 1 & education 1
1:08 #2030now 3.19
0:39 0.31 1:40 1:02 1.21 jk search 1........ co
Which is your top 100 jim kim video vote for end-poverty tedx wcg..Jim Kim2030nowjimkim2transcripts.doc2030nowjimkim.doc, where world demands women manage poverty why not development? Sources for millennials Happy 2015 dialogues of pih on 1 Ebola 2 how to leverage technology to radically engage patients on health care; UN is 2015 year of all change to sustainability goals... support
Even as the 1960s moon race inspired the world, we need to understand how unequal the opporttunity to innovate had been - even in the 1960s as many as half the world's people had no access to electricity grids so they got their news of the moon race by word of mouth.

Consider 1000-1500- until the last few years of this period , the known world was Europe-Asia and NE Africa; #BR8 the med sea was the main world trade waterway; places facing this sea increasingly developed win-win trades; moreover #BR7 the west asian border to med sea was the start of an amazing overland relay of traders which stretched all the way to china (the silk road was the greatest overland world trade route ever and to sustain its interfacing markets required positive cross-cultural bridging all along its route. Silks and spices from the Chinese end acted like a positive currency- there was much demand for them whose value naturally went up the further they were merchanted back to Europe. Everyone gained for this trading route- you can read marco polo's diaries- perhaps nowhere invested more in artistic celebrations of being a major hub of positive trade than his hometown venice in europe and the town he was asked to govern for 2 years in china Hangzhou which marco described as the great town of markets in the world.)

What happened towards 1500 that 2 long shipping routes were discovered by north europeans- the new world of the ameriucas to the west (#BR6 N, #BR10 what we now call Latin America), and a way of reaching the @BR2 South Asian coastal Belt (starting with the indian subcontinent) by sailing around africa. A ship captain couldnt affird such a long return voyage unless he goit what trade he wanted- soon this big ships were equipped with gun power and crews were pressganged or even enslaved. Next in the process was colonising. So it was that nations became big by pludering economies of other peoples places. Back in 1500 places economic size was corelated with population. Soon Britain grew at the expense particularly of the Indian subcontiuent. Mainly Britain and France colonised Africa too, Spain andPotrtugal colonised Latin America. North America was settled by a mixyure of Europeans whose declaration of Indendence in 1776 ended any attempt by Britain to colonise America, But we should note that the USA was built on a sort of internal colonisation - natives had theor places taken over and slaves were used to do most of the hard labour. In effect the old war's colonial ways casued the 2 world wars of the fkirst half of the 20th C. From 1946 most of the world's countries regained their independence but starting from (mainly undeveloped states - poverty that the colonia era had gtraped them in).

Ironically whule the UDA came to tghe resuce of the old workld and from 1946 helped relaunch the two biggest losers of world war 2 Germsny and Japan, american (not withstandiong thair family trees origins) had previously had little modern of knowledge of Eurasia but were pulled into peacekeeping and the cold war with russia through the sceond half of the 20th C. Whilst there was some understanding of the extraoerdinary progress japanese enginers made with electornics, civil and other enginnering, the rise and rise of the east and the often difficult bodrers that had been caused by British and Jpoanese colonisation of the region are not deeply studied by most Americans or their media. It should be the best news the world has ever seen that the fifth of the world in chjna tghat closed itself to the world for more than a centiry after Brfits has offered opium as a gtrading currency in 1860 is now as entrepreneurial as anywhere. With over half of tghe world's ;people facikng either the sout asia or east asia coastal belts, the opportunity the east is cfreating to win0pwin gtrade oin line with moore's ever increasing technology should make sustainable youth worlwdie the gfreatesty positive curency-invetsment the human race has ever mapped. But this is not how USA or the block of coungtriues ruled by the Euro have marketed transapfrently. Instead we are caught in the Keynsian crisis of economist not valuing the hippocratic oathes he had published as tghe final chapter of the ngeneral throy of employment money and interest. The 2020s are likely to make the system designs our tech spreads irreversible- will the end game be big brother extinction or little sister sustainability?

Monday, October 15, 2012

birth of a MOOC

The birth of a MOOC: An Introduction to Interactive Programming in Python

Editor’s note: This is a guest post from Professors Scott Rixner and Joe Warren from Rice University. Their class, “An Introduction to Interactive Programing in Python”, started yesterday, October 15th.
Yesterday, October 15th, Rice University launched its first open course on Coursera, “An Introduction to Interactive Programing in Python”. We are still wondering exactly what we got ourselves into… But, let’s start at the beginning.
Together, we have been teaching at Rice for almost 4 decades, and we are both interested and involved in introductory computer science education. This past June, Rice University decided to join Coursera. We immediately saw the opportunity to both improve our teaching and reach more students at the same time! Neither one of us was smart enough to pass up this opportunity. So, here we are on perhaps what has become the ride of our lives (in terms of teaching).
Joe has been teaching an introductory game course that has been quite successful at Rice and has, in our opinion, the potential to be a unique and exciting course on Coursera. So, after a few short weeks of planning we came up with an aggressive (and by all rational accounts unreasonable) timetable:
  •  Late June to mid-August - Rework our course material and build tools to support the course,
  •  Late August to early October – Teach a private version of the course to Rice students,
  •  Mid-October to early December – Teach an open enrollment version on Coursera.
To have any hope of delivering the class on time, we recruited John Greiner and Stephen Wong to help out. Little did they know what they were getting into… (But hey, we didn’t either.)
Creating the course materials
Our first task was to rework Joe’s course on introductory game programming using C# into an intro programming course in Python with an interactive focus. This change to Python made the course more in-line with other intro courses at Rice as well as other courses on Coursera. One critical roadblock to turn a game-programming course into a MOOC is that we knew of no effective methods for machine-grading interactive programs. So, we turned to peer assessment and concluded that we needed a simple, user-friendly web-based system for building interactive programs in Python.
After exploring the alternatives, we decided that no existing tool was quite what we needed. We had to build our own system that supported a large enough subset of Python that we could build the games we want to build and that can easily use cloud storage to save files. Scott spent his summer building just such a tool,CodeSkulptor. CodeSkulptor is based on the Skulpt project, with a beginner-friendly interface, cloud storage capabilities, and a graphical user interface module, SimpleGUI. One of the key advantages of CodeSkulptor is the ease with which you can share your programs. Click the save button and then send a URL to your friends. They are immediately playing your games without knowing anything about Python, or even programming for that matter. (Imagine the sense of accomplishment when you can show your friends what you have built in class!)
Delivering the private version
By early August, we had a preliminary version of CodeSkulptor ready and draft versions of the course’s mini-projects ready. At this point, we switched into video making mode. For those of you who have never done this before, making video lectures of even a modest quality is a tough, time-consuming skill to learn.
From the technical side, we had to decide on a video recording system (both hardware and software) that fit our needs. We had to learn the basics of cinematography, like lighting, sound and composition. On the pedagogical side, we had to experiment with different styles of video lecturing: a close-up webcam feel, a classroom lecture approach or a TV studio look. We had to think about how we dressed and what kind of screen presence we wanted in these videos.
In late August, we started a Rice-only version of our class. Our Rice students implemented each weekly mini-project and then peer-assessed each other’s mini-projects during class time. For our Rice class, the use of peer-assessment has been extremely positive. The students enjoyed looking over their peers’ implementation of each mini-project and were constantly surprised at the number of different ways one can solve seemingly simple coding problems. Our course will be the first on Coursera to use peer assessment for technical assignments so we hope that Coursera students have a similar experience.
Our tips for creating a MOOC
We’d like to conclude with three pieces of advice for those of you considering making a MOOC:
  •  Teach a private version of the class at your University first. We made numerous small mistakes (of the normal type) in getting the course off the ground at Rice. We’re incredibly glad that each mistake only inconvenienced a couple of students instead of a couple of thousand students.
  •  For shooting video, our advice is this: relax, be yourself and don’t be afraid to be funny. Dry, boring lectures are the bane of any student whether delivered live or via video. Funny or lame, we hope that our video lectures are, at least, memorable.
  •  Finally, consider using peer-assessment in your class (private and open). In our opinion, the key to success here lies in building a detailed rubric for your assignments. While this task may seem daunting, in our experience, being forced to construct such a rubric has improved the quality of our assignments greatly.
You should take this advice with a grain of salt. Our class starts today. Maybe we did it wrong… But, we will say the following, it’s quite a rush when students start posting in the forums by the hundreds and thousands. It’s even better when they tell you “Please keep doing such an awesome job! Thanks :)”
Finally, if you do decide to build a MOOC, we highly recommend listening to this before accepting your mission. Good luck!
-Scott Rixner and Joe Warren, Rice University

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