NAO dancing robots at the Universal Expo 2010 in Shanghai
Monday, November 01, 2010 - 13:58 — Sachie
What cute entertainers … they are! A troupe of good-looking NAO robots (produced by the French company Aldebaran Robotics) performs a harmonious dance. They begin by warming up with light movements and gentle stretching. Then, as the music changes to Ravel's Boléro, the NAOs show their real dance skills with equilibrium, fluidity and precision of their moves, and a certain form of esthetics (with postures of aerobics, tai chi, Haka, Noh plays, etc).
At the end of their performance, they bowed down in salute to the audience, I clapped and cheered enthusiastically. You would get touched by their synchronized dancing!
Watching the video, you will understand that we can use robots in many new (positive) ways – for education, for those who have physical challenges, and for many changes.
p.s.: It is interesting that there are also many negative comments on this robot demonstration. Is this due to the general lack of understanding of technology, the use of robots, or robotics? Or, what? Or, these robots look like humans and they move like humans, so people fear that these robots may think, emote, or act like humans!?
Education and Exams: Hidden Costs and Real Gains
Tutoring, coaching, visit to the psychologist, stress, anxiousness, tiredness, library, revision and study are among the frequently used words we’ve been hearing from our European students and their parents. Grades 4 & 5 (CM 1 & 2) pupils in France took the compulsory national evaluation in French and Maths early this week. High school graduating candidates in many European countries, e.g. Luxembourg, have started their end of the year exams. Likewise, university students in most EU countries are currently inundated with tests, exams and deadlines for essays and assignments.
Last year in France, a father lost his job for aiding his son cheat in the final senior high school Baccalaureate (le Bac)* math exam. The former French Education Minister Luc Chatel wanted prison sentences for those who leaked Bac math exam questions when in fact it’s the education system and examination process that should be reformed. What will the newly elected socialist government do about this?
*Bac is equivalent to A Levels in the UK and High School Diploma in most countries. In France, subjects are graded up to 20: a score of 16 and above is Highest Honour (in French "mention trés bien"); 14 – 15.99 High Honour ("mention bien"); 12 – 13.99 Honour ("mention assez bien"); Below 10 is failure - students either retake the exam or reorient their career to non-academic fields.
Are results of tests and exams a yardstick of ability and indication of future career success? Some students don’t mind setting in exams whereas others prefer coursework with continued assessment (e.g. individual & group projects and essays) because it involves the capability to reason (requiring research, understanding and analysis) and not just answering questions in a limited period of time (memory work).
Grades are used in the awarding of university places, which are getting more expensive and selective, and make a difference in the competitive job market. With such pressure and expectation from their family and society as a whole, some students experience breakdown. Is it possible to get rid of exams? How can we fairly evaluate learning and achievement without jeopardizing the well-being of our children?
There’s neither a miracle nor magic in passing a test or exam; only hard work and motivation. This time last year, I wrote an article on this topic (see my website [[bi:Being Intelligent Gifted]]).
All the best to our students, including those who started their academic year in January (e.g. Australia) & June (e.g. Philippines), who are our future yet most exposed to insecurity and vulnerability (current demonstrations in Canada against the introduction of university fees, deviance due to unemployment and family breakdown, etc.) !
Imagine having a global comparative evaluation of robots for educational purposes... definitely, the economically-developed countries, e.g. Japan, will have the trophies!
Recently, the media in many countries - e.g. Australia and America, have raised the alarm on their students' performance in International comparative tests. On top of the list of Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are several Asian nations while many developed economies are behind. There are varied reasons for these results: country politics; curricula; training and hiring of teachers; resourcing; socio-economic characteristics of schools and students...
Different studies have shown that students in private schools outperform those in public schools. Among private educational institutions, Catholic schools (due to their social justice mission accommodate students from non-affluent families) score lower than their independent counterparts. Teaching and learning, either private or public, are affected by geographical location, e.g. city students have more access to cultural and technological developments.
Multicultural societies have more and different challenges than less diverse ones. When these challenges are not dealt with appropriately, there are some difficulties. However, it should be noted that bi-/multiculturalism has shown to be a positive contributing factor to educational/professional success.
Meanwhile, in her article in The Australian, Jennifer Buckingham - research fellow at the Centre for Independent Studies - disclosed that the number of high achievers Down Under 'is shrinking because all the attention goes to the weak' consequently reducing the proportion of students performing at the highest proficiency levels.
Ms Buckingham believes that educational policy over the past decade has focused more on alleviating the effect of social disadvantage and improving the performance of low achievers. However, unfortunately, the evidence suggests that not only have low achievers not benefited, but high achievers have suffered, from this policy.
Irrespective of countries, there is a need to encourage, and not neglect, high achieving students because the failure to do so means 'disadvantage'. How can this be done equitably, i.e. without creating inequality or another kind of disadvantage?
Dr. Rolade Berthier, author 'Intelligence, Giftedness: Pre-cradle to Post-grave'
Comments
Not about robots but humans
Imagine having a global comparative evaluation of robots for educational purposes... definitely, the economically-developed countries, e.g. Japan, will have the trophies!
Recently, the media in many countries - e.g. Australia and America, have raised the alarm on their students' performance in International comparative tests. On top of the list of Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are several Asian nations while many developed economies are behind. There are varied reasons for these results: country politics; curricula; training and hiring of teachers; resourcing; socio-economic characteristics of schools and students...
Different studies have shown that students in private schools outperform those in public schools. Among private educational institutions, Catholic schools (due to their social justice mission accommodate students from non-affluent families) score lower than their independent counterparts. Teaching and learning, either private or public, are affected by geographical location, e.g. city students have more access to cultural and technological developments.
Multicultural societies have more and different challenges than less diverse ones. When these challenges are not dealt with appropriately, there are some difficulties. However, it should be noted that bi-/multiculturalism has shown to be a positive contributing factor to educational/professional success.
Meanwhile, in her article in The Australian, Jennifer Buckingham - research fellow at the Centre for Independent Studies - disclosed that the number of high achievers Down Under 'is shrinking because all the attention goes to the weak' consequently reducing the proportion of students performing at the highest proficiency levels.
Ms Buckingham believes that educational policy over the past decade has focused more on alleviating the effect of social disadvantage and improving the performance of low achievers. However, unfortunately, the evidence suggests that not only have low achievers not benefited, but high achievers have suffered, from this policy.
Irrespective of countries, there is a need to encourage, and not neglect, high achieving students because the failure to do so means 'disadvantage'. How can this be done equitably, i.e. without creating inequality or another kind of disadvantage?
Dr. Rolade Berthier, author 'Intelligence, Giftedness: Pre-cradle to Post-grave'
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