Tag Archives: C.M. Rubin

Peter Robinson On Job Obsolescence- Government Should Not Protect Jobs

May 21, 2019 The Silo 1 Comment

A recent OECD report finds that low and middle income earners have seen their wages stagnate and that the income share of middle-skilled jobs has fallen. Rising inequality has led to concerns that top earners are getting a disproportionate share of the gains from global “openness and interconnection”. During a Summer 2017 meeting of OECD, employment outlook revealed that job polarization has been “driven by pervasive and skill-biased technological changes.

Founded in 1945, the United States Council for International Business (USCIB) builds awareness among business executives, educators and policy makers around issues related to employment, workforce training and skills enhancement. CMRubinWorld spoke with USCIB President and CEO Peter M. Robinson, who serves as a co-chair of the B20 Employment and Education Task Force, through which he helped develop recommendations to the G20 leaders on training for the jobs of the future. Robinson also serves on the board of the International Organization of Employers, which represents the views of the business community in the International Labor Organization.

“I think the guiding principle for government should be to protect and enable/retrain the worker, not protect the job. Policy makers and educators should focus on making sure that workers are as equipped as possible to transition to new opportunities” Peter Robinson.

Peter, welcome. How severe do you believe jobsolescence will be over the next 20 years? How big will the challenge be to offset it and maintain a growing workforce?

I really don’t think the overall effect will be as dramatic as some people fear, at least for the medium-term as far as we can tell. There is an over-hype factor at play, but the consequences still deserve serious attention. For one thing, so many of the jobs in the United States, Canada and other advanced economies are in the service sector, and involve interacting with other people. Despite all the advances in AI, we are still a long way off from robotic nurses or home health aides. Overall, history tells us that at least as many new jobs are created as are displaced by technological innovation, even though transitions can be difficult in some sectors and localities, and as long as upskilling takes place.

“The biggest threat is that our educational institutions won’t be able to keep pace with new skills demands.” — Peter Robinson

What do you think are the biggest obstacles facing college grads today trying to enter the workforce?

I actually think the greatest obstacles are faced by those who don’t make it to university or some form of higher education beyond high school (a four-year degree is not the right path for everyone). A 2014 Pew survey found that among workers age 25 to 32, median annual earnings of those with a college degree were $17,500 greater than for those with high school diplomas only. Obviously, everyone at whatever educational level needs to keep their skills sharp, and governments should join with employers and educators to instill better life-long learning. But there are far fewer established paths toward long-term employment at a middle-class level of income for those who don’t graduate from college. A greater emphasis on vocational education and apprenticeships would help. We strongly support the work being done by United States Secretary of Labor Acosta to promote apprenticeships.

Given that machines are in the process of stripping white collar workers from their jobs, what kind of skills are key manufacturing and service industries going to need from new employees?

I think the premise of your question is overstated. We’re all being told that our jobs are doomed by robots and automation. But the OECD estimates that only nine percent of jobs across the 35 OECD nations are at high risk of being automated, although of course even 9% can be generative of social difficulties. But there is an established track record across history of new technologies creating at least as many new jobs as they displace. Usually these new jobs demand higher skills and provide higher pay. The biggest threat is that our educational institutions won’t be able to keep pace with new skills demands.

“It is becoming clear that Versatility matters, in a constantly changing world, so Jim Spohrer’s IBM model of a “T-shaped” person holds true: broad and deep individuals capable of adapting and going where the demand lies.” — Peter Robinson

In an economy with a significant on-demand labor force, what competencies will these workers need to compete?

There are two types of competencies that will be needed: “technical” – or in other words, related to deep knowledge of a specific domain, whether welding or optogenetics; and “transversal,” which applies to all occupations. Those are described by the Center for Curriculum Redesign as skills (creativity, critical thinking, communication, collaboration), character (mindfulness, curiosity, courage, resilience, ethics, leadership) and meta-learning (growth mindset, metacognition).

How will managerial skill requirements change as a result of major structural changes that are likely, including human replacement by machines and growth of the on-demand economy?

OECD’s BIAC surveys of 50 employer organizations worldwide has shown that employers value not just Skills as described above, but also Character qualities as well. Further, it is becoming clear that Versatility matters, in a constantly changing world, so Jim Spohrer’s IBM model of a “T-shaped” person holds true: broad and deep individuals capable of adapting and going where the demand lies.

“We often hear about the need for more STEM education. But I think there is an equal need for a greater emphasis on the humanities and the arts, for their intrinsic value as well as for developing skills and character qualities.” — Peter Robinson

What central changes in school curricula do you envision, both at the secondary school and college levels?

We often hear about the need for more STEM education. But I think there is an equal need for a greater emphasis on the humanities and the arts for their intrinsic value as well as for developing skills and character qualities as described above. As David Barnes of IBM wrote recently, these skills are more durable and are also a very good indicator of long-term success in employment.

How can the evolving changes in competencies required for employment be effectively translated into school curricula? Where are the main opportunities to enable this? e.g. Assessment systems? Business/Education collaboration? Curriculum change?

I’d go back to something else David Barnes said: We need much stronger connections between education and the job market, in the form of more partnerships among employers, governments and education institutions. Everyone needs to step up and create true partnerships. No one sector of society can address this alone. OECD’s BIAC has also documented employers’ wishes for deep curricular reforms to modernize content and embed competencies in order to meet today’s market needs.

What role should government play in ensuring citizens receive a quality and relevant education given the challenges that lie ahead?

I think the guiding principle for government should be to protect and enable/retrain the worker, not protect the job. Policy makers and educators should focus on making sure that workers are as equipped as possible to transition to new opportunities as these develop, and on ensuring that businesses have the freedom to pivot and adopt new technologies and business processes.

For the Silo, C.M. Rubin. C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, including The Real Alice in Wonderland, is the publisher of CMRubinWorld and is a Disruptor Foundation Fellow.

Sci-Tech

Case Against Students Being Forced To Memorize

April 29, 2019 The Silo 1 Comment

“Pay attention students, write this down for memorization.” The Trivium and Quadrivium, medieval revival of classical Greek education theories, defined the seven liberal arts necessary as preparation for entering higher education: grammar, logic, rhetoric, astronomy, geometry, arithmetic, and music. Even today, the education disciplines identified since Greek times are still reflected in many education systems. Numerous disciplines and branches have since emerged, ranging from history to computer science…

Now comes the Information Age, bringing with it Big Data, cloud computing, artificial intelligence as well as visualization techniques that facilitate the learning of knowledge.

All this technology dramatically increased the amount of knowledge we could access and the speed at which we could generate answers to our questions.

“New and more innovative knowledge maps are now needed to help us navigate the complexities of our expanding landscape of knowledge,” says Charles Fadel. Fadel is the founder of the Center for Curriculum Redesign, which has been producing new knowledge maps that redesign knowledge standards from the ground up. “Understanding the interrelatedness of knowledge areas will help to uncover a logical and effective progression for learning that achieves deep understanding.”

Joining us in The Global Search for Education to talk about what students should learn in the age of AI is Charles Fadel, author of Four-Dimensional Education: The Competencies Learners Need to Succeed.

“We need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.” — Charles Fadel

Charles, today students have the ability to look up anything. Technology that enables them to do this is also improving all the time. If I want to solve a math problem, I use my calculator, and if I want to write a report on the global effects of climate change, I pull out my mobile. How much of the data kids are being forced to memorize in school is now a waste of time?

The Greeks bemoaned the invention of the alphabet because people did not have to memorize the Iliad anymore. Anthropologists tell us that memorization is far more trained in populations that are illiterate or do not have access to books. So needing to memorize even less in an age of Search is a natural evolution.

However, there are also valid reasons for why some carefully curated content will always be necessary. Firstly, Automaticity. It would be implausible for anyone to constantly look up words or simple multiplications – it just takes too long and breaks the thought process, very inefficiently. Secondly, Learning Progressions. A number of disciplines need a gradual progression towards expertise, and again, one cannot constantly look things up, this would be completely unworkable. Finally, Competencies (Skills, Character, Meta-Learning). Those cannot be developed in thin air as they need a base of (modernized, curated) knowledge to leverage.

Sometimes people will say “Google knows everything” and it is striking, but the reality is that for now, Google stores everything. Of course, with AI, what is emerging now is the ability to analyze a large number of specific problems and make predictions, so eventually, Google and similar companies will know a lot more than humans can about themselves!

Smartphone with language learning app — Closeup of mobile phone with language learning application in jeans pocket. focus on screen

“What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms will allow us to focus on that goal even more, by ‘flipping the curriculum’.” — Charles Fadel

If Child A has memorized the data in her head while Child B has to look up the answers, some might argue that Child A is smarter than Child B. I would argue that AI has leveled the playing field for Child A and Child B, particularly if Child B is digitally literate, creative and passionate about learning. What are your thoughts?

First, let’s not conflate memory with intelligence, which games like Jeopardy implicitly do. The fact that Child A memorized data does not mean they are “smarter” than Child B, even though memory implies a modicum of intelligence. Second, even Child B will need some level of content knowledge to be creative, etc. Again, this is not developed in thin air, per the conversation above.

So it is a false dichotomy to talk about Knowledge or Competencies (Skills/Character/Meta-learning), it has to be Knowledge (modernized, curated) and Competencies. We’d want children to both Know and Do, with creativity and curiosity.

Lastly, we need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.

Given the impact of AI today and the advancements we expect by this time next year, when should school districts introduce open laptop examinations to allow students equal access to information and place emphasis on their thinking skills?

The question has more to do with Search algorithms than with AI, but regardless, real-life is open-book, and so should exams be alike. And yes, this will force students to actually understand their materials, provided the tests do more than multiple-choice trivialities, which by the way we find even at college levels for the sake of ease of grading.

What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms (search, AI) will allow us to focus on that goal even more, by “flipping the curriculum”.

Today, if a learner wants to do a deep dive into any specific subject, AI search allows her to do this outside of classroom time. What do you say to a history teacher who argues there’s no need to revise subject content in his classroom?

For all disciplines, not just History, we must strike the careful balance between “just-in-time, in context” vs “just-in-case”. Context matters to anchor the learning: in other words, real-world projects give immediate relevance for the learning, which helps it to be absorbed. And yet projects can also be time-inefficient, so a healthy balance of didactic methods like lectures are still necessary. McKinsey has recently shown that today that ratio is about 25% projects, which should grow a bit more over time as education systems embed them better, with better teacher training.

Second, it should be perfectly fine for any student to do deep dives as they see fit, but again in balance: there are other competencies needed to becoming a more complete individual, and if one is ahead of the curve in a specific topic, it is of course very tempting to follow one’s passion. And at the same time, it is important to make sure that other competencies get developed too. So, balance and a discriminating mind matter.

Employers consider ethics, leadership, resilience, curiosity, mindfulness and courage as being of “very high” importance to preparing students for the workplace. How does your curriculum satisfy employers’ demands today and in the years ahead?

These Character qualities are essential for employers and life needs alike, and they have converged away from the false dichotomy of “employability or psycho-social needs.” A modern curriculum ensures that these qualities are developed deliberately, systematically, comprehensively, and demonstrably. This is achieved by matrixing them with the Knowledge dimension, meaning teaching Resilience via Mathematics, Mindfulness via History, etc. Employers have a mixed view and success as to how to assess these qualities, so it is a bit unfair that they would demand specificity they do not have. And it is also unfitting of school systems to lose relevance.

students with smartphones making cheat sheets — people, education, technology and exam concept – close up of students with smartphones taking picture of books page and making cheat sheet in school library

“Educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college. The anchoring of this problem comes from university entrance requirements.” — Charles Fadel

There is a significant gap between employers’ view of the preparation levels of students and the views of students and educators. The problem likely exists partly because of incorrect assumptions on both sides, but there are also valid deficiencies. What specific inadequacies are behind this gap? What system or process can be devised to resolve this issue?

On one side, employers are expecting too much and shirking their responsibility to bring up the level of their employees, expecting them to graduate 100% “ready to work” and having to spend nothing more than job-specific training at best. On the other side, educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college.

The anchoring of this problem comes from university entrance requirements (in the US, AP classes, etc.) and their associated assessments (SAT/ACT scores). They have for decades back-biased what is taught in schools, in a very self-serving manner – narrowly as a test of whether a student will succeed at university. It is time to deconstruct the requirements to broaden/deepen them to serve multiple stakeholders. For the Silo, C.M. Rubin.

Thank you Charles.

For More Information.

(All photos are courtesy of CMRubinWorld)

C. M. Rubin and Charles Fadel

Join me and globally renowned thought leaders including Sir Michael Barber (UK), Dr. Michael Block (U.S.), Dr. Leon Botstein (U.S.), Professor Clay Christensen (U.S.), Dr. Linda Darling-Hammond (U.S.), Dr. MadhavChavan (India), Charles Fadel (U.S.), Professor Michael Fullan (Canada), Professor Howard Gardner (U.S.), Professor Andy Hargreaves (U.S.), Professor Yvonne Hellman (The Netherlands), Professor Kristin Helstad (Norway), Jean Hendrickson (U.S.), Professor Rose Hipkins (New Zealand), Professor Cornelia Hoogland (Canada), Honourable Jeff Johnson (Canada), Mme. Chantal Kaufmann (Belgium), Dr. EijaKauppinen (Finland), State Secretary TapioKosunen (Finland), Professor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Australia), Professor Barry McGaw (Australia), Shiv Nadar (India), Professor R. Natarajan (India), Dr. Pak Tee Ng (Singapore), Dr. Denise Pope (US), Sridhar Rajagopalan (India), Dr. Diane Ravitch (U.S.), Richard Wilson Riley (U.S.), Sir Ken Robinson (UK), Professor Pasi Sahlberg (Finland), Professor Manabu Sato (Japan), Andreas Schleicher (PISA, OECD), Dr. Anthony Seldon (UK), Dr. David Shaffer (U.S.), Dr. Kirsten Sivesind (Norway), Chancellor Stephen Spahn (U.S.), Yves Theze (LyceeFrancais U.S.), Professor Charles Ungerleider (Canada), Professor Tony Wagner (U.S.), Sir David Watson (UK), Professor Dylan Wiliam (UK), Dr. Mark Wormald (UK), Professor Theo Wubbels (The Netherlands), Professor Michael Young (UK), and Professor Minxuan Zhang (China) as they explore the big picture education questions that all nations face today.

The Global Search for Education Community Page

C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, including The Real Alice in Wonderland, is the publisher of CMRubinWorld and is a Disruptor Foundation Fellow.

Follow C. M. Rubin on Twitter.

Sci-Tech

Rocketium App Democratizes Video Creation

February 28, 2019 The Silo Leave a comment

Audiences in today’s world are increasingly consuming information on the internet in visual and interactive ways. Every industry is exploring ways to transform and present content on video. What does this mean for learners around the globe?

“Being able to translate your story into over 120 languages is increasingly important in a global world.” – Anurag Dwivedi

Anurag Dwivedi is one of the founders of the Rocketium video platform. He believes everyone has important stories to tell. What limits the story-tellers is not having a platform that makes storytelling “easy to create and easy to consume.” The Rocketium platform is unique in that it allows teams of creators to work collaboratively on video projects in one innovative space. The company has automated the majority of the time-consuming tasks of the video creation process. For example, some of the Rocketium product features include one-click styling, automatic resizing of videos in different aspect ratios for different social platforms, and automatic translation of any content into over 120 languages. In addition, the platform provides advanced controls for styling and sequence timing for users. This enables creators to customize styles in a way which Dwivedi claims no other video creation platform can provide. Further, Rocketium creators have an online customer service team ready to support users’ production questions at any point in the process. Anurag Dwivedi from Rocketium talks further about how his company is giving anyone, anywhere in the world, the tools to tell important stories:

“I think the mindset that some of us can write a script but cannot produce an audio-visual version of it is a roadblock for many young creators.” – Anurag Dwivedi

What do you think sets Rocketium apart from the other video creation platforms?

Rocketium offers an end-to-end video creation suite that we believe no other product like it can offer. We’re enabling our users to scale video production efficiently by providing simple tools for the writers and marketers to create templates, and automation to generate videos in large volumes. The goal is to enable storytellers to work either individually or in teams with anyone, anywhere in the world. Hence, all the features you need for a collaborative process, such as being able to assign videos to members of your team, or discuss creative issues in real time, or share content via social media platforms, are built into our system. We’ve broken down the massive job of video production and distribution into simple steps so that everything from writing a script to developing it, to editing and finally publishing on the internet are all on the same platform. And, of course, being able to translate your story into over 120 languages is increasingly important in a global world.

What do you see as the biggest challenge for an absolute beginner, a teacher or a student who wants to tell a video story?

Video making is often considered a daunting task — something that only experienced video editors and designers can do. Rocketium has made the video creation process less intimidating and also faster. We have broken down the process into simple steps. We offer creators a versatile selection of themes and templates. There are numerous options for video styling available to the user. Our process in some ways is similar to mini-blogging, i.e. the user is writing stories in a shorter format and then adding still images or video clips. Your job as the storyteller is to use our tools to create the most impactful video story you can without worrying about the design or styling aspect of video making.

How is telling a video story different from telling a text story?

I personally believe there is no difference if you have the right tools. I think the mindset that some of us can write a script but cannot produce an audio-visual version of it is a roadblock for many young creators. Visuals improve and enhance any story that’s ever been written. The impact of a visual story is exponentially greater than that of a text story because visuals contain a lot more information in a sequence of frames and that leaves a lasting impression on the mind. Additionally, adding music and special effects to text always builds a deeper emotional connection between your story and its audience.

As creators develop more and more videos, they learn about the creative process and they get better at leveraging the resources on the platform.” – Anurag Dwivedi

Let’s talk about video creation as a learning process. What specific skills are nurtured in this process and why do you think they are important?

We present video creation as a learning journey which trains creators how to portray their story through a combination of words, images and music. As creators develop more and more videos, they learn about the creative process and they get better at leveraging the resources on the platform. For example, what color palette will you select to evoke the right emotion for this portion of your story, or what style of music will generate the mood you’re looking for? Users ultimately develop and expand their creative skill sets while supported by the tools on the platform.

Is Rocketium designed for all wannabe video producers? How would you describe your target audience?

We believe there is no one-fits-all solution for video creation. Our product offers global access to anyone who wants to produce a story on video. We have simplified the production process but there is plenty of space for users to develop their own creative and communication skills. Not everyone is destined to become the next Steven Spielberg, but we have built a comprehensive tool that allows anyone to try. And we believe that to flourish in the 21st century, learners need to be able to use tools like ours to enhance their communication skills.

How else do you see the democratization of visual production impacting our society generally?

There is no doubt that dissemination of information is becoming easier as the world is more connected through smart devices. Anyone can now tell stories and distribute them on the internet. Two things we need to be wary about. First are the duplication issues and the relevance of content. The second is the accuracy and truthfulness of content. Fake news is a global issue which we need to tackle as a global society. I believe this is where educators can help.

“We believe that to flourish in the 21st century, learners need to be able to use tools like ours to enhance their communication skills.” – Anurag Dwivedi

Look into the future — where do you see Rocketium 5 or 10 years from now?

We continue to explore the possibilities of creative learning tools for various scenarios. Ten years from now, I see Rocketium as a platform employed in all applications — education, entertainment, lifestyle, sales, marketing, etc. We are happy to be the backend engine for the creation and distribution of any form of interactive and visual content, by anyone and for everyone, from individuals to global enterprises. For the Silo, C.M. Rubin.

For more information

C. M. Rubin and Anurag Dwivedi

The Global Search for Education Community Page

Follow C. M. Rubin on Twitter: www.twitter.com/@cmrubinworld

Culture

United Nations Sustainable Development Goals Are Shared Vision Of Humanity

August 28, 2018 The Silo Leave a comment

A few years ago, in September 2015, 193 countries signed up to support the UN’s 17 sustainable development goals for our planet and the people that live on it. The all-encompassing plan included promises to end poverty, feed everyone, create stability and peace, provide quality education and protect the future of our world. Every man, woman and child on the planet were invited to play their part to turn 17 goals into action and the promises into reality.

Goal 4 promised to achieve inclusive and equitable quality education for all. “OECD countries have generally been successful in guaranteeing adequate infrastructure and near-universal access to basic education,” says Andreas Schleicher, Director for Education and Skills at the OECD. But he notes that participation in education is not enough “to ensure the knowledge, competence, skills and attitudes that are necessary to increase individuals’ well-being and the prosperity of modern societies.” He adds that the OECD’s programs have a key role to play “in the achievement of – and measuring progress towards – SDG 4 and its targets, as well as other education-related SDG targets.”

“Just because poverty or pollution or climate change happen in another country far away, that does not mean that we are not part of the cause of these problems and their necessary solution.” — Thomas Gass
Since September 2015, education leaders and other influencers around the world have encouraged schools to promote all the goals. We’ve talked to teachers that acknowledge there’s nothing like real world challenges and case studies which allow students to apply the knowledge skills and dispositions they will need to succeed in an interconnected world.

How are we all doing so far? What have leaders learned from the implementation journey, and as a new school year begins, how can we build on those lessons to improve our efforts to achieve our planet’s plan moving forward?

Thomas Gass was appointed by the UN Secretary-General as Assistant Secretary-General for Policy Coordination and Inter-Agency Affairs in UN DESA and he took office on 3 September 2013. The Global Search for Education welcomes Thomas Gass.

“Educators have an essential role in making sure the SDGs become a real social contract with the people.” — Thomas Gass

Thomas, please share one or two of the most important lessons you have personally learned spearheading the SDG’s implementation process thus far? It’s simple: The SDG’s are not a run-off-the-mill development strategy for big international organisations to fix the problems in the South… The SDGs are a shared vision of humanity – they are the missing (vision) piece of our globalization puzzle! This means that they can only be implemented if everyone is involved: Governments of course, but also municipalities, private companies, schools and universities, local organisations and individuals – everyone. Now, that can only happen if the people know about them… So mobilization and advocacy are crucial. The SDGs must become a new social contract between leaders and the people.

Leaders agreed that we must change the way we deal with the weakest among us, i.e. that we take the greatest care of those who are weak. What more would you ask of the leaders of rich and poor countries in terms of being good role models for this important part of the vision?

The promise to leave no one behind is the most difficult commitment of this new social contract. It requires that we all seek to understand who the most vulnerable people are and what risks they face, and then systematically empower these people and build their resilience. Political as well as economic leaders need to understand that sustainability has been redefined: If a significant economic or social group is left behind, our development is not sustainable. By the same token, we are fooling ourselves if we think that any single country or private company can be “sustainable” by itself. The SDGs demand that we are honest with ourselves about our ecological and social footprint! Just because poverty or pollution or climate change happen in another country far away, that does not mean that we are not part of the cause of these problems and their necessary solution.

“Know your #SDGs/#GlobalGoals and hold adults and leaders accountable for them, push back if they try to make you believe that your country, language, tribe or family is greater or more deserving than the others, and look for opportunities to make a difference yourselves.” — Thomas Gass

What more would you ask of educators in the work that lies ahead?

Educators have an essential role in making sure the SDGs become a real social contract with the people. I have the highest esteem for those committed educators who are bringing the SDGs into the classrooms, and educating younger generations to become global citizens. I firmly believe that this can be done as part of any teaching subject or class. I encourage all educators to join movements and co-create resources such as teachsdgs.org, GCEDclearinghouse.org, etc., and to encourage OECD/PISA to align their Global Competency criteria to the SDGs by 2018.

And finally, perhaps most important – what is your message to youth for the school year ahead on their part in the planet’s plan?

Here is my message: This world is your world to share and enjoy. As Mahatma Gandhi said: “The world has enough for everyone’s need, but not enough for everyone’s greed.” Know your #SDGs/#GlobalGoals and hold adults and leaders accountable for them, push back if they try to make you believe that your country, language, tribe or family is greater or more deserving than the others, and look for opportunities to make a difference yourselves. Thank you Thomas. For the Silo, C. M. Rubin.

Supplemental- Is Canada following United Nations Global Sustainable Development Goals?

Sci-Tech

New App Demystifies Coding For Kids

January 8, 2018 The Silo Leave a comment

NEW YORK, NY (PRWEB)- According to the White House, by 2018, 51 percent of STEM jobs will be in computer science-related fields. However, the number of tech employees has not increased along with the number of jobs available. Why? The answer is simple: lack of relevant education. The White House maintains that just one quarter of K-12 schools offer high-quality computer science with programming and coding. In addition, in 2016, the PEW Research Center reported that only 17% of adults believed they were “digitally ready.” Technology is changing the way that we live and work, and it’s happening fast. So how do we ensure that individuals (especially girls and women) are digitally literate?

In my new interview below with C.M. Rubin (founder of CMRubinWorld), Derek Lo says he started Py because he wanted to demystify “coding”. His app does this by making coding fun. The program also avoids using any programming jargon until the learner is ready. Lo states that “gamification isn’t a hindrance to learning—-it accelerates it.” He further notes that coding “instills a greater aptitude for systematic thinking and logical decision making.” Lo recently partnered with the not for profit Girls Who Code to further reduce the gender gap and “change people’s image of who a coder is.”

“We specifically write our content using language that even young children can understand.” — Derek Lo

Why were 600,000 high-paying tech jobs unfilled in 2015 in the United States alone, or is the better question: Is technology developing faster than humans can learn to handle it?

When we look at diversity, things only get worse. In 2015, 22 percent of students taking the AP Computer Science exam were girls while 13 percent were African-American or Latino. These statistics are not U.S. specific; in 2015, Australia reported that only 28 percent of ICT jobs were held by women.

Coding has always been regarded as a mysterious field, something Derek Lo, co-founder of the new application “Py”, wants to change. Launched in 2016, the application offers interactive courses on everything from Python to iOS development. The “unique value proposition,” as Lo puts it, has been a revolutionary success. The fun-oriented application has so far resulted in over 100,000 downloads on both iTunes and Google Play.

Most parents frown when kids use their phones at the dinner table, but what if the kids were learning to code over Sunday roast? “Ok, so maybe not the Sunday roast, but seriously, could a more accessible and fun coding application make all the difference?”

The Global Search for Education is excited to welcome one of Py’s founders, Derek Lo, to discuss how Py’s revolutionary approach is literally making coding cool.

“Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.” — Derek Lo

People say education today is often treated as a business and that individual students’ needs have not been prioritized enough. As the number of qualified applicants increases, can individualized learning tools, such as Py, help today’s generations remain competent in our globalized world, even with “broken” education systems?

Yes. As college acceptance rates decline, more people will need alternatives for learning career-essential skills, and we believe Py will be a big part of that. Using machine learning algorithms, we’re able to adapt the user experience based on prior skill and behavior within the app, creating a tailored curriculum. Having a personal tutor in your pocket that knows how you learn and what you should be learning is powerful and why we are investing in personalization.

Py provides its users with a simple and easy platform while many other coding applications (e.g. Solo Learn) have opted for more traditional and serious lesson plans. Does making learning applications appear more serious fuel the conception that coding is a hard and scary thing to learn? Are we over-complicating the field of coding and making it seem inaccessible for people or should students really be this wary of programming?

One of the reasons that my co-founder and I started Py is to demystify “coding”. We make it easy by making it fun. When you’re dragging pretty blocks around and pressing colorful buttons, it doesn’t feel like work. Yet users are still soaking up all the same knowledge they would be by slogging through a boring textbook. We also intentionally avoid programming jargon until the learner is ready. A good example is when we teach users about loops—-we use words like “repeat” instead of “iterate”. Almost all of Py’s courses are focused on teaching the fundamental concepts using simple language and in an interactive fashion.

Also, many people are scared away from learning how to code because they hear from friends that computer science is such a difficult major in school. An important thing to realize is that there’s a big difference between theoretical computer science and making a simple website. An art major might not need to understand Dijkstra’s algorithm, but would greatly benefit from knowing a bit of HTML and CSS.

“We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding.” — Derek Lo

What would you say to skeptics who question whether a game-like application like Py can truly help people learn how to code properly?

Gamification isn’t a hindrance to learning—-it accelerates it. By keeping you excited and engaged, Py teaches you better than if you got bored or zoned out. When you’re having fun, you actually learn faster and better.

Another way to phrase this question might be, “Even if Py is fun, do you walk away having learned something from it?” The answer is yes, definitely. We’re very data-driven, constantly improving our courses by analyzing our users’ progress. We can see (and track) real progress in our users’ ability to understand everything from basic semantics to high-level algorithms and design principles.

Do you think Py’s game-like surface allows younger generations to become more involved with coding?

Yes. We specifically write our content using language that even young children can understand. In fact, a parent emailed us just the other day telling us he was using Py to teach his 10-year old son Python! Currently our target demographic is definitely a bit older than that though. We think of Py as the learn-to-code solution for the SnapChat generation.

What general skills does coding teach kids/ young adults?

Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.

“Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.” — Derek Lo

Py has recently partnered with Girls Who Code. Why do you think coding has been branded throughout history as a ‘male’ profession and how do you hope to eliminate this gender gap?

Historically some of the most important computer scientists are women. Ada Lovelace and Grace Hopper are considered pioneers of programming. Stereotypes aside, men and women are obviously equally capable of becoming great software engineers. We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding. We’re huge fans of Girls Who Code and we’re so excited to provide them free premium subscriptions for some of their students.

When we think of coding, we mostly envision computer screens, yet we tend to use our phones more often than we do our computers. How does Py bridge the gap between using a computer screen as opposed to learning how to code on smaller devices? Is the coding world shifting to using smartphones or is coding still a generally ‘computer’ based field?

People actually don’t need to type lots of code to learn the concepts necessary to become great programmers. We’ve built interaction types like “fill-in-the-blank” that let users quickly edit code on the fly without any typing. Recently we’ve also created a custom keyboard that allows users to type real code on their phones in a friction-less way. This is great for short programs and practicing the fundamentals, and it’s how we’re making the transition from computer to phone and vice versa easier. Applying this knowledge to create a website or app does still primarily take place on computers. But the world is seeing a wave of new mobile learning applications, and I think we’re at the forefront of that trend.

How do you envision the world of coding changing in the next 15-20 years? How will Py keep up with these changes in the field?

Coding will become less about rote memorization of basic syntax and more about high-level understanding of what’s really going on. At a minimum, programming languages have morphed from low-level (shifting bits and allocating memory) to high-level (abstract data structures and functional programming), from obtuse (assembly, machine code) to human friendly (Python, Swift).

That’s why Py focuses on high-level concepts. Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.

CM Rubin and Derek Lo — (l) C. M. Rubin & (r) Derek Lo

(All photos are courtesy of CMRubinWorld except featured image by J. Barker)

For the Silo, David Wine /CMRubinWorld with contributions by Zita Petrahai.

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