Group items tagged

The paradigm shift rate (i.e., the overall rate of technical progress) is currently doubling (approximately) every decade; that is, paradigm shift times are halving every decade (and the rate of acceleration is itself growing exponentially). So, the technological progress in the twenty-first century will be equivalent to what would require (in the linear view) on the order of 200 centuries. In contrast, the twentieth century saw only about 25 years of progress (again at today’s rate of progress) since we have been speeding up to current rates. So the twenty-first century will see almost a thousand times greater technological change than its predecessor.

An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense “intuitive linear” view. So we won’t experience 100 years of progress in the 21st century — it will be more like 20,000 years of progress (at today’s rate). The “returns,” such as chip speed and cost-effectiveness, also increase exponentially. There’s even exponential growth in the rate of exponential growth. Within a few decades, machine intelligence will surpass human intelligence, leading to The Singularity — technological change so rapid and profound it represents a rupture in the fabric of human history. The implications include the merger of biological and nonbiological intelligence, immortal software-based humans, and ultra-high levels of intelligence that expand outward in the universe at the speed of light.

The first step would be to identify the undesired behavior you wish to change. The next steps are the trickiest and depends on many factors. This include developing a conscious and deliberate plan which includes 1) the ultimate goal, benchmarks (smaller more obtainable goals to reach the ultimate goal), 2) the steps to the first benchmark, 3) the rewards to reinforce desired reactions which approach the steps to the first benchmark, and 4) the criteria to use to mark progress. It may be helpful to work with a partner (someone else with the same phobia or undesired behavior) as a support person or a mentor (someone who has done it or has some counseling background). This is a very difficult strategy to accomplish alone. Reinforce the positive steps away from the undesired behavior and steps toward the desired behavior with the selected rewards. Monitor your progress. Change the size of the steps, the rewards, or the benchmarks if any do not seem to be working. You may hit plateaus or periods of backslides. Accept them as a temporary setback and identify potentials of self-sabotage, negative self-talks, or situations which should be avoided for the time being. Make a conscious decision to continue with your plan (or modification of it). This may be a life-long "work in progress" if you are trying to change a deep-rooted fear or a behavior which feeds an addiction. Again, this is very difficult to do alone. You may need to work with a partner, mentor, or counselor.

These are true benefits of a student-centered learning environment. Learners who really want to learn flourish in this environment, while those that are in classes for other reasons (parents sent them to college, or they had nothing else to do so came to school) will not fare as well.

Open-ended, student-centered environments properly designed to support learners allow them the best opportunity to succeed. It also gives them the prospect of finding something they want to learn more about--serendipity. As learning progresses, students are allowed to assess their progress and learning needs, to adjust the learning as necessary.

To be effective, learning must be meaningful to the student. Otherwise, the instructor's time in creating the environment and assignments, and the student's time in taking the course, are both wasted.