Archive (Page 3 of 3)

Transforming the Classroom with Ubiquitous Sensing

Education has remained large­ly unchanged for mil­len­nia. In any class­room, you see a set of stu­dents gath­ered around a teacher who’s writ­ing on the board, or maybe now we’ve added a PowerPoint deck. But, as in many oth­er fields that have been slow to change, the data rev­o­lu­tion is com­ing for edu­ca­tion.

Khaleeji Design: An Imported Aesthetic?

If you are giv­en the task to lec­ture on design some­where in the Middle East, do you think you’ll need to tai­lor your approach? Maybe think about your ref­er­ences, the lan­guage, the vast­ly dif­fer­ent back­ground? The answer most prob­a­bly is yes.” But the real­i­ty of design edu­ca­tion in the Middle East, and more specif­i­cal­ly the Gulf Region, prove oth­er­wise.

How to Social Engineer Your Child through Minecraft

Today I want to talk to you about how you too can social engi­neer your child through Minecraft. First off, this is not a pre­sen­ta­tion for any kind of par­ents. There are some par­ents that are not going to be inter­est­ed in this, for instance if you want your child to be hap­py and you’re fine with that.

Taeyoon Choi at p5js Diversity

I like to diver­si­fy the way that we work with tech­nol­o­gy, and I like to think of it as an art object, and an instal­la­tion where we rethink and rein­vent com­pu­ta­tion, espe­cial­ly focus­ing on alter­na­tive pos­si­bil­i­ties of the com­put­er as not dri­ven by war agen­das or cor­po­rate mass pro­duc­tion.

Epic Jefferson at p5js Diversity

Puerto Rico has been devel­op­ing an inter­est­ing art and tech­nol­o­gy com­mu­ni­ty for the past few years, and it would not have hap­pened at all if it weren’t for two peo­ple, Carola Cintrón Moscoso and Alejandro Quinteros.

Casey Reas at p5js Diversity

The way that you think about soft­ware affects the kinds of things that you can do. Traditionally you would learn com­put­er pro­gram­ming through oper­at­ing on math, or oper­at­ing on lan­guage, and in order to bring these ideas into the visu­al arts we decid­ed to build a cus­tom lan­guage that allowed peo­ple to have visu­al expres­sions.

Page 3 of 3