This is the stream from last night. It’s the second installment in a series Lynn Davenport, based in Dallas, and I are working on to explain the true nature of open education resources with respect to extended reality and human capital finance. Click here for part one.
Slidedeck here. This part covers slides #30 to #66.
6 thoughts on “Open Education Resources in Texas Part 2 – Virtual Apprenticeships, the Origins of OER, HP, and OpenStax at Rice”
They can stick their AR and VR where the sun don’t shine! These are how the technocrat predator psychopaths want to turn you into a robotized slave!
RESIST! DO NOT COMPLY!
The fax machine repairman job going to teenaged interns was an eye opener .
I forgot the author, but there was an explanation for the ever-increasing amount of schooling around the time of the industrial revolution /
First high school degree needed, then 4 year, then masters….
All to keep as many humans as possible consuming on their parents one income for as long as possible.
Increasing automation = less human jobs .
Once upon a time 100-150 years ago , grade school was enough to equip a kid for life , then trade school or direct apprenticeship from there.
(Similar to earth indigenous based traditions in the sense that most tribal cultures produce a fully functional human by age 13, meaning that kid could get lost in forest and have the skills to survive. )
Now, a 4 year college degree still only gets you a job at Starbucks.
I understand that Artificial Intelligence language machines are constrained by the humans that program them. I was curious about what Chat GPT would tell me about Alison. Here’s what I asked: “Explain to me the research findings of Alison McDowell as if I were a child.” The reply:
Alison McDowell is a person who studies how technology is used in schools. She thinks that some of the things that are being done with technology are not good for kids.
She says that some big companies are making special software and tools that schools can use to teach kids. But these tools are not always designed to help kids learn better. Instead, they are designed to collect lots of data about the kids, like how they learn and what they like.
This data can be used by companies to make money, but it can also be used to control what kids learn and how they think. Alison is worried that this could make it harder for kids to be creative and think for themselves.
She also thinks that some of the technology being used in schools could be used to track kids all the time, even when they are not in school. This means that kids would have no privacy and would always be watched by someone.
Alison wants people to think more about how technology is being used in schools and to make sure that it is being used in a way that helps kids learn and grow, without invading their privacy or controlling their thoughts.
Curious about how Alison or any of my fellow readers would grade that description.
Well, it’s interesting that they limit my research to education, because it is far more than that. Of course the last sentence is totally inaccurate. That’s not what I think at all. Notice that this system frames my research within the confines of mainstream discourse and leaves out everything about speculative finance, digital twinning, predatory philanthropy, the UN SDGs, and the World Brain. You can see how using such a tool would be incredibly misleading, because it offers enough information that is accurate, but is a fundamentally inaccurate in all that is left out.
Thank you, Alison! I gain so much from your efforts. 🙂
As we resist these things, what should we direct tween-aged family to pursue for work in the future? Hoping for open-ended education but also planning for web-3??
Thank you both so much for sharing your work!
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