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Hello and welcome to Speaking of Psychology, a podcast produced by the American Psychological

Association.

I'm your host, Kim Mills and I'm speaking to you from APA's Technology, Mind and Society

conference in Washington.

This is an interdisciplinary meeting aimed at assessing current efforts to understand

and shape the interactions of human beings in technology, for identifying priorities

for future work and for promoting the exchange of ideas and collaboration among participants.

Dr. Roberta Golinkoff holds the Unidel H. Rodney Sharp Chair in the school of education

at the University of Delaware and is also a member of the departments of psychology

and linguistics.

She directs the childsplay learning and development lab, whose goal it is to understand how children

learn language.

She also conducts research on the benefits of play.

Dr. Golinkoff has written dozens of journal articles, chapters and academic books and

presents at conferences all over the world.

She has also written books for a mainstream audience such as "Becoming Brilliant,"

which is published by the American Psychological Association and reimagines what successful

learning looks like in a dynamic global world.

Thank you for joining us today.

My pleasure.

I want to talk about touch screens because they become really ubiquitous and I think

every place you turn now people either have a phone in their hands or a tablet and more

and more we're seeing people handing these devices to children at very young ages.

Is giving a little child a touchscreen a good thing, a bad thing, neutral -- what's your

view on this?

So, you know we're not going put the genie back in the bottle.

So, having a conference that APA just put on is a wonderful thing because it gives people

the opportunity to talk about the effects of screens on kids.

But I hasten to say even before I answer that when kids were reading a lot in the past,

people were worried about their eyes.

When television came along people thought civilization was over -- that kids would be

glued to screens.

So, it seems like every time a new technology comes along, people blow whistles and I'm

not sure that the whistles that they're blowing are always justified.

So even my 15, 16-month-old grandchild can't get enough of his father's phone when they

call me on face time.

There's something so appealing about having buttons you can press, right?

In the past it was turning on the light switch, right?

Now it's buttons on the phone, right?

They're calling Alaska.

We don't even know and I think something like this needs to be harnessed and that's a lot

of the papers that I'm hearing here today.

How can we use this fabulous drive that kids have to engage with technology to help them

learn?

And many of the research papers that are out and coming out are showing us that we can

instantiate learning principles using technology.

We can make it minds-on and not just swiping, but we have to think to get an answer.

We can make it engaging and not distracting when we don't break up a story with a sound

effect.

We can make it socially interactive, which we know is important for how kids learn.

So, we can instantiate the learning principles that we know work for kids learning using

technology.

So, I know these devices are still relatively new but how much do we know about the impact

of them on child development?

So, you know the thing that's so amazing is that the iPad is eight years-old.

It came out in 2010.

Yeah.

Imagine how rapidly this has spread.

The iPhone itself was 2007.

It's crazy.

It's everywhere.

It feels like we've had them forever.

Yeah and how could I live without it right?

So, in general kids learn about the world through acting on it and through interacting

with adults -- caring nurturing adults and of course other kids.

So I don't want to short-circuit that and I don't want kids to be on devices 24/7.

That said, we have to use the research to guide us.

So, for example, with Rebecca Dore, one of my postdocs at the University of Delaware,

we've shown that if a parent reads an electronic story from a tablet with a kid, versus if

the kid reads the electronic story himself, the kid will get something out of the electronic

story if they read it alone, but if they read the story with a parent they get more from

it, and that's because the parent can observe where the child is looking and talk about

what the kid is interested in.

The parent can follow the little pointing finger and the tablet doesn't know anything

about the child's life, but the parent can link up the story to the child's life.

"Oh that dog, it's just like Nana has," right?

So, no wonder kids learn more from interacting with adults around technology.

How is that different from just a paper or picture book?

Well, that's a really good question.

There is no question in the literature it's pervasive, it's everywhere, that children

learn a tremendous amount from reading with parents.

They learn the grammar of the language.

They hear academic language or expressions that they would never hear in typical conversation.

For example, I heard a three-year-old go "Poof!

And then he disappeared."

Who talks like that?

That's from a child's book, right?

So, some of those same things can happen in electronic books where the children are exposed

to new language, new vocabulary, new sentence structures, just as they are when they cuddle

up with parents with a traditional book.

What worries me as a researcher is I want parents to spend time with their children

and I have this nightmare that someone will hand a tablet.

It's probably happening today.

"Good night, Johnny.

Go read yourself a story."

Oh my god.

So, the child doesn't get the benefit of the physical cuddling with the parent, doesn't

get the benefit of the parent's language and explanations and doesn't get the benefit

of asking for information.

So, we're doing a study in my lab now with Rebecca Dore and my graduate student Daniela

Avelar where we're going to look at the affect, the facial expression and some physiological

measures, through the use of a bracelet, to look at what happens during storybook-reading,

because my hypothesis is it reduces parent stress and makes parents happy although sometimes

they fall asleep, I can tell you, and it makes children happy to be able to engage with parents

in this very close one-on-one way.

So, it sounds like what you're saying is don't use these devices as babysitters.

This is not just hand the kid the phone so he'll stop crying

Well it depends where you are.

What I would have given for a phone to hand my kid at a fancy restaurant, right?

I mean, realistically, these things can be very useful, and it doesn't mean that you

have to use them all the time.

You can use them selectively, and it also depends on what's being portrayed either on

the telephone or on the tablet.

Because this stuff is so new and because we didn't have arguments about how to instantiate

the principles of learning on these things, it's now at the right time and people are

creating more and more in the way of apps and software that shows kids things that's

good for kids that they can learn from.

Sesame Street has something called "Martha Speaks."

It's a dog, and it teaches kids vocabulary and they find that kids do in fact learn vocabulary.

We have an app we created to teach three-year-olds spatial skills to move things around to assemble

puzzles on a screen.

I can't tell you that it works yet because we don't have all the data, but I can tell

you that kids love this.

We do it in the context of a birthday party game and they keep visiting different individuals

to prepare in different ways for the birthday party.

So, it can be very powerful for children's learning.

Is there an age that's too early to hand a child a touchscreen, do you think?

I think in our society it's happening earlier and earlier, and I can't imagine having prohibitions

against it.

Now you know, the American Academy of Pediatrics came out a few years ago with a stipulation

that no child under two should get near a screen.

Yes

Guess what?

They recently admitted they did that on no data.

No data.

Shame on them.

And they have since adjusted that recommendation and weakened it.

They also recognize that kids spend a lot of time on Skype and FaceTime with remote

grandparents and uncles and aunts, and we know from research that I've done with my

long-standing collaborator Kathy Hirsh-Pasek that kids can learn from conversations like

Skype and FaceTime.

It's different than watching television.

Television isn't that responsive.

It doesn't respond to the child.

But if I call you by name, "Kim, what's this?" and I show you an action with the

doll, I can teach you that action just as well over Skype as I can in person.

So, are there guidelines for parents or some kind of like a Good Housekeeping seal?

It's a great point.

There is an organization called Common Sense Media, and they really put out interesting

information for parents about what are the movies that are good for kids.

But they're mostly in the space that's above 0 to 3 and I think they're gonna move down

into the 0 to 3 space.

Because, as I said, you know, more and more kids being handed a phone to play with while

their parent is involved in…

My kids only fought when I was on the phone, right, so if I had had something to hand them

I would have been pretty happy.

So, these guidelines and recommendations.

Are they based on unscientific evidence?

Are they looking at the psychology?

I think the Common Sense Media Group has psychologists on their staff, and they do make recommendations

based on people's knowledge, and the 0 to 3 space we still have to get there.

I'm not aware of people who are making recommendations for that space.

Now, in general, I don't want really little kids spending a lot of time on media anyway,

but there are some shows that are quite charming and nonviolent.

For example, I'm gonna give plugs here.

There's Octonauts which my grandchildren in Oakland, California, love and Puff and Rock,

which my grandchild in New York loves.

I only have seven grandchildren, perfect for a developmental psychologist, and these are

charming little shows that the kids really love and they teach about animals, they teach

about kindness.

You know we don't have Mr. Rogers anymore, but we have things like this.

Nothing will replace Mr. Rogers, of course, and Sesame Street is great.

But things like Teletubbies?

Not so much?

So, you know, Teletubbies was a little weird because they had characters who spoke in non-standard

ways.

I don't mean a British accent.

I mean, didn't sound like words.

Right many times.

But you know, the language that children hear around them and hear addressed to them swamps

any weirdness that they might hear on a particular television show.

And I remember watching episodes of Teletubbies.

It was never my first choice because of that, but it did have a nice fantasy element and

they get to take kids to see cows and go to farms, and there are so many experiences that

children don't necessarily have firsthand that they can only get mediated through media

programs.

So, the fear when I was a child, and I think you mentioned this earlier, when we were not

supposed to watch TV because it was going to rot our brains.

Right.

What does the research say now?

I mean, what do we know, like, retrospectively?

Did television have that kind of an impact on people where perhaps we're not as articulate

or bright or motivated as we might have been?

Or as critical thinking

Critical thinking

Given our current political situation.

It is the case that there's a group called the Kaiser Foundation and they do research

on media and how it is consumed and they have reported that children in the middle years

of elementary school watch approximately 40 hours of television a week.

This sickens me because think of the things that they're not doing.

They're not running around outside, granted some children live in neighborhoods that are

dangerous.

I get that, but there are after-school programs hopefully where they can play outside.

They're not interacting as much with peers.

So, as you use the word passive before, that's what TV does, and I think for adults as well

as for kids who have anxiety it calms them down, but your average kid doesn't have anxiety

problems nor does your average adult.

So, I don't, I don't see the justification for consuming as much media as children do,

and you know in the past kids might open up a book or start coloring or creating a city

out of paper.

I mean, I love kids being bored you know because then they come up with stuff.

I think it's happening less and what that means is it's encouraging less creativity

and curiosity, I think, than we've had in the past.

And also less executive function, the ability to control your impulses, to switch rapidly

and to hold things in working memory.

Because I think when you're passive and you're not trying to accomplish, you know, your ordinary

daily kinds of play tasks that you do, when you're a kid.

You're not challenging yourself enough.

So I don't think it's a wonderful thing for children to be watching as much television.

And of course how can I not mention that we have an obesity epidemic?

Of course, some of that too is from the advertising and the fact that inexpensive junk food is

often what's available.

And, for example, low income communities and is frankly cheaper.

So, that's part of the problem too.

But, yeah, it's a serious problem that we have so many kids with hypertension and type

2 diabetes and if they were running around burning off the calories they were eating

rather than sitting passively watching television and eating that'd be good.

Have you looked at all into what's on the horizon for Smart TVs that could be more interactive?

So, I love the Wii.

And, just to explain that's the technology where you can actually play physical games

like you can bowl, you can bat at baseball and do all kinds of things and play tennis.

You can work up a sweat playing with the Wii, which I think is great and I hope that we

have more things like that coming down the pike for kids and adults

Yeah.

Great.

Well, thank you very much for joining us.

My pleasure

Speaking of Psychology is part of the APA podcast network, which includes other great

podcasts such as APA Journals Dialogue, about the latest and most exciting psychological

research, and Progress Notes, which discusses the practice of psychology.

You can find all APA podcasts on iTunes, Stitcher or wherever you get your podcasts.

You can also go to our website, www.speakingofpsychology.org, to listen to more episodes and see more resources

on the topics we discuss.

I'm Kim Mills, with the American Psychological Association, and this is Speaking of Psychology.

For more infomation >> Speaking of Psychology - Raising Children Responsibly in the Digital Age with Roberta Golinkoff, PhD - Duration: 18:47.

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Edición Digital Houston 05/02/18 - Duration: 41:52.

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Cal Poly Pomona Bronco Digital Magazine - Bruce Arita - Duration: 3:43.

[Cal Poly Pomona]

[Bruce Arita '77 | College of Environmental Design Senior Vice President | Thornton Tomasetti

when I was growing up my father was first a farmer and then a gardener but

his passion was drawing so I picked that passion up from my father and I lost all

of that passion by just going through the academics of high school and when it

came time to go to college I was asked a question. What do you want to do with

your life? and I didn't know and someone had said

why don't you try business administration? You could always get a job.

I said 'okay I'll do that.' And that's how I ended up going to Cal Poly Pomona.

Well there was a day that I remember, it was raining, as I walked through the

building I was struck by all the drawings and the models. I thought well

this is something I could probably do. So I foolishly just went upstairs to dean's

office and asked for transfer paperwork and I remember the administrative assistant

kind of stared at me and said 'You must be kidding because we just don't do it that way

And right at that moment the Dean walked out and said 'who's this?'

"Dean, this young man wants to transfer to architecture." He looked at me and he says

'You really want to come into this school? and I said 'Sure, uh, I'd like to do that'

and he signed it off right there, right in front of me

So right after school I applied for a job and started drawing for a living

as we all know, we go through recessions and I was finding myself in this cycle

having to worry about my job and when we went through that we made a decision

that we would focus on looking at architecture in a slightly different way

or the consulting way, which was more of a 10 degree shift

it does take a different kind of person to do what I do now. Someone who can see an existing

built environment and what happens when something terrible happens to it

and in the worst of times that work was the most robust and most needed and I

think for the first time I actually had a client who said thank you for the work

and since then I've devoted my life to working on problems for people and

provide that support for an existing facility or a building. Over the course

of my career and I have worked on thousands of buildings throughout the

world but what most people don't realize is that superstorm sandy affected a

large portion of the East Coast but particularly at World Trade Center, which

is a 16 acre site 80 feet deep down into the ground and filled with water from

superstorm sandy and so we were able to get down there and after the water had

been evacuated and ejected we did our assessment and started to do the

evaluation of what it took to put it back to functional state.

So when I reminisce about my years at Cal Poly Pomona I remember the years being very

tough, but there were very good tough years.

The academic experience is important

but I think one needs to have that friction, that corrosion that goes

with having a full and broad life, that makes the education that much more tangible

when I got out of Cal Poly Pomona, I knew I was ready for anything.

[Cal Poly Pomona]

[Bruce Arita '77 | College of Environmental Design Senior Vice President | Thornton Tomasetti

For more infomation >> Cal Poly Pomona Bronco Digital Magazine - Bruce Arita - Duration: 3:43.

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Digital Inking a Graphic Novel - Duration: 10:33.

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TOP 10 USB RECHARGEABLE DIGITAL FAN 2018/DIZAUL ELECTRONICS - Duration: 3:59.

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Digital Factories - Duration: 1:39.

OT and IT, that's the magic, enhanced digital factories.

Industry 4.0's all about making manufacturing more flexible,

you can only do that if you have technology backing that up

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automate the operation of the factory.

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And one way to do that is being able to trace how that is

delivered to market using blockchain and IOT sensors.

All parties within that supply chain now have visibility into

each others actions.

Our blended values, our domain expertise in manufacturing with

Microsoft's domain as expertise in technology.

[MUSIC]

>> The whole artificial intelligence explosion

is amazing.

>> So in this case we have forklifts going through and

being trained in virtual reality.

>> For each factory, each assembly line, and

each machine, you create little twins.

>> It's the table >> So

here we have the actual physical drone.

It's actually seeing people or signs and

it's able to recognize that through artificial intelligence.

This is the AirSim product and

it allows you to do basically virtual reality training for

the drones and their movement throughout the warehouse.

If you are a factory operator you wanna increase your

efficiencies.

You can now do that on a world wide basis,

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>> Crazy cool,

I think is the best technical they've come up with.

>> A lot of our customers are going through big digital

transformations.

And we wanna be on the leading edge to that, and

that's why we chose to partner with Microsoft.

>> The key is to get started now, don't wait.

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For more infomation >> Digital Factories - Duration: 1:39.

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News 8 Digital Update – Tuesday evening - Duration: 0:48.

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MW18 Lightning Talk: How Can Museums Use Digital Culture . . . to Drive Social Change? - Duration: 6:49.

(Audience clapping)

Thanks. Okay, yes.

So I'm from "Museums, digital and social change".

Big topic for six minutes. I know.

Don't worry. I'll stick to it.

Sorry. Sorry.

Yes, so.

What I'm going to do is cover some details

of a project that we're working on at the moment.

Which is looking at this area.

But before I do I'd just briefly want to say

why we're scratching this particular itch.

So currently for museums I guess there are two bodies

or practice and discussion going on that both relate

to how they remain relevant in a time of massive change.

The first of those is digital transformation.

An area that we're all probably quite familiar with.

Over a number of years museums have been looking at this.

Secondly, it's about museums thinking

about their social purpose.

Now that's obviously been the thing that's been

relevant for many, many years.

But definitely over the last kinda couple of years

it's got a real currency because of these crazy

economic, social, political times that we're living in.

And people are asking the question,

"What do museums stand for today?"

So those conversations are happening

but actually they're happening at opposite ends of the room.

Quite typically.

Different people are having those conversations.

And we're quite interested in understanding where

are those overlaps, where does that actually sit.

So the question that we're looking at is,

"How do museums develop their capability, their capacity

in order to hit that sweet spot basically?"

So in response to that we have been developing

a project that we're currently running

called "Let's Get Real Six."

It's the current round of our program

of collaborative action research projects.

Which all address a particular question around digitals.

So this one is looking at that

very question around digital and social purpose.

Pleased to say we're working

with some fantastic organizations.

We've got 18 participating organizations

and some great partners.

Mainly museums but not only museums.

And it's important to say they're not just logos.

They are people too. Shiny happy people.

(audience laughing) So and that's important based

on what I'm about to say in a little while.

This was taken at our kick-off workshop

at Battersea Arts Centre in London in January.

The project is running from January to October.

So we're about halfway through.

In terms of some of the initial findings.

I just want to touch upon those now.

So as I said, we're looking at the capability of the museum.

And how does it begin start thinking about this work more?

And really when we're thinking about museum capability

we're looking at from the ground up.

Building the foundations.

And what we're looking to do is understand what

are the capabilities of museum professionals

in doing this work.

So I'm referencing here another project

we're working on called "One-by-One."

Some of you might of heard Ross Harry

talking about it yesterday.

But that's basically asking the question,

"What are the digital literacies of museum professionals?"

And what we're trying to do with "Lets Get Real Six"

is apply that thinking and actually ask the question,

"What are the digital literacies

that museum professionals need in order to do work

that is more socially relevant, more socially purposeful?"

So now I just want to briefly touch upon three groups

of literacies that we're noticing in the project.

The first of these is digital understanding.

So commonly this might be thinking about

how does digital exist outside of your organization.

And outside of your sector.

So quite often it's how other organizations

are using digital technology.

Other sectors.

What we would look at from a social purpose perspective

is actually not just digital technology

but digital culture.

How is that affecting society and social issues?

And secondly it's about developing a systems thinking.

So recognizing that the work that you are doing

as a museum professional has an impact

on those said social issues.

So to give you a quick example.

At the very first "Let's Get Real" workshop.

We have Louie Reynolds who works for a think tank

called "ISG" who work around anti-extremism.

And his area of speciality is around online extremism.

And he talked about the fact that online extremism

largely relies on two key factors.

They prey on people that are having a crisis of identity.

And secondly they rely on simplification of messaging.

So actually as a museum professional,

getting people to reflect on their identity

and enabling the narrative to be complicated.

Complicate the narrative.

Is exactly the sort of thing that you can do.

So that is a way of actually connecting

to this bigger purpose

that's influenced by digital culture.

The second group of literacies is also digital approaches

or digital processes.

So commonly we might think about those as, I don't know,

using human sense of design in your work.

Or using procreation of participatory practices

in your work.

Now when we think about that from

a social purpose perspective.

When we think of human sense of design.

It's actually thinking about not just the person,

the human as the user but actually the human as a citizen.

What are their needs and how to respond to them.

How to design them.

And secondly it's when you think about working

in a participatory way.

It's also about really, really thinking about

the equality of the relationship.

So actually using empathy, using listening skills

to actually respond and understand what those needs are.

So that's how we think about it

from a more social purposes perspective.

And lastly it's a set of literacies

which are around coping with organizational change.

Now typically you might think about those as actually coping

with new systems, new structures, new processes.

But also learning new skills for new technologies

that might come into your organization.

When we think about it from

a more social purpose perspective.

It's much more about the individual

and it's thinking about what does the individual think

around change and how do they feel.

So the key thing here is about self-reflection.

It's about looking inside and actually thinking

what are your motivations, what are your biases?

And secondly it's about promoting collaboration

within an organization to do this work.

And it's not just collaboration for its own sake.

But it's actually as a learner, wanting to collaborate.

So just to summarize there.

What does this digitally and socially literate

museum professional look like?

They are a systems thinker.

They are activists.

They care about social issues but within a digital culture.

They are responsive to citizens' needs.

They are an empathetic listener.

They are self-reflective.

And they're a collaborative learner.

And that's just the starting point.

Lets see where we go for the rest of the project.

Thanks very much.

(audience clapping)

For more infomation >> MW18 Lightning Talk: How Can Museums Use Digital Culture . . . to Drive Social Change? - Duration: 6:49.

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For more infomation >> Video: Scammers target consumers using digital devices - Duration: 1:51.

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MW18 Lightning Talk: Digital Engagement And Online Community-Building In Massive Open Online Courses - Duration: 6:14.

Hi, I'm Kelly Cannon from the Museum of Modern Art

in New York and today I'll be sharing a case study

of In The Studio: Postwar Abstract Painting,

which is MoMA's first studio MOOC on Coursera.

And, in particular, I'll be focusing

on how the course has fostered engagement

and community by inviting learners to make

and share their own artworks in the discussion forums.

For context, MoMA have been making MOOCs on Coursera

since 2012 and we currently have three teacher MOOCs

and five general audience MOOCs.

MOOC stands for Massive Open Online Course,

so, there's anywhere between 5,000 and 200,000 learners

in each of MoMA's eight MOOCs.

Learners can choose to take the entire course for free

or can pay $49 for a course certificate of completion,

which is issued by Coursera.

In The Studio: Postwar Abstract Painting

introduces learners to the materials and techniques

of seven artists through demonstration videos,

audio slideshows, close looking at works

in MoMA's collection and other resources.

And, uniquely, this course invites learners

to use these artists' works at points of departure

to make and share their own artworks

in the discussion forums.

To give you a sense of the course experience,

I have a bit of a teaser for you.

(jazzy music)

- We all think about these explosive moments

of painting, and you just witnessed some,

but really, de Kooning alternated those

with some very long periods

of careful looking at his paintings.

We're really playing with the tension between

all of that conception perfection

and manual imprecision that we have

because well, you're human, you make lots of mistakes.

Kusama typically, not always but almost always,

worked on primed canvases.

There's not one way that Kusama

made an infinity net painting.

There's not one way that Mark made a gridded composition.

So, we're just exploring one approach here,

feel free to experiment, quite violently, from this.

If you can hear that sound,

(paint sploshing)

that's what a de Kooning painting sounds like.

- Since launch in March 2017,

the course has proved to be very popular and engaging,

with 4.9 out of 5 star rating and 27,000 enrolled learners.

The top countries of enrollment, currently,

are the U.S., India, the U.K., Canada,

Spain, Mexico and Russia.

All course videos are created in collaboration

with our digital media team and after launching the course,

we activate it by producing new demonstration videos

and live Q and As with the course instructor

that are then released on MoMA's YouTube channel

and shared through messaging with Coursera learners.

The videos are designed in a manner

that will increase their chance of success on YouTube

and the strategy has been working very well so far,

with In The Studio being the most viewed playlist

on the MoMA's YouTube channel in 2017.

The YouTubers are a particularly engaged group,

with their own take

on the In The Studio instructor, Corey D'Augustine.

(laughing)

When in Canada, you have to make a Drake joke (laughs).

When we set out, one question we had

was whether learners, on a large scale,

would actually make and share images of their works

in the discussion forums and, in fact,

one of the most exciting outcomes, for us,

has been to witness the impact of just that in the forums

and we've been thrilled to see learners

offer constructive critique and praise

for each other's works,

for the composition and the palette

or to help another learner get through a creative block

in the studio.

And here's just one example, which Sandra says,

"I wish I could get started painting.

"I don't know what's holding me back."

Diane says, "Oh, life's little jokes will do that,

"but I hope you get over your fears

"and can get back in the studio."

And then a few days later, Sandra says,

"Thank you so much for taking the time to respond to me

"so positively, you inspired me

"to take my first stab of painting."

And, there it is.

The success of the discussion forums

led us to organize an exhibition of learners artworks

and they, really enthusiastically, responded.

A three week open call yielded 500 submissions

and we included all of them

and displayed them in slideshows at MoMA.

And there was an amazing breadth of images.

So, some learners were using alternate materials,

some learners were combining two artists' styles

in their works, in the center you see Yayoi Kusama

and Agnes Martin mixed up,

and some other learners were making completely digital works

with iPads or with Photoshop.

200 learners attended the opening reception

in very bad weather in New York in January,

including seven who had traveled from abroad,

from Canada to the U.K, Philippines, Poland and Spain,

and many who were first-time visitors to MoMA.

And with the open call submissions came

an outpouring of positive feedback,

which really confirmed for us

that the courses were having a positive impact

on people's lives throughout the world.

So, for instance, Magda in Poland

says it's a very empowering this for the new year,

Nigel from Australia says he made good contacts

with artists who still keep in touch via Facebook

and my favorite of all is Philippa in Australia

who said this is so good for America's image worldwide

of generosity, especially now.

(laughing)

So, the main takeaway is that, despite some skepticism

that the term participation can at times feel empty,

museum-based MOOCs can fuel creativity,

empower participants and build community.

In a survey last fall, 96% of 5,000 respondents

said that they benefited from taking MoMA's MOOCs

by being inspired, improving their critical thinking skills

or learning new art-making skills.

And some of the ways that we've done that,

as I've discussed here,

are through connecting learners with artist materials

new techniques, encouraging them share their own creations

to foster substantive dialogue and making it more efficient

by collaborating on content across platforms.

And finally, I hope you all will enroll

at mo.ma/painting and thank you.

(audience applauding)

For more infomation >> MW18 Lightning Talk: Digital Engagement And Online Community-Building In Massive Open Online Courses - Duration: 6:14.

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BSc Digital Business Course Testimonial – Kingston Business School - Duration: 1:09.

Students who come on the course will be designing and developing real solutions to industry

problems and the advantage of that is that increases their employability.

My name is Darry Avery and I'm the director of learning and teaching at Kingston Business

School The Digital Business degree is a business

degree where IT is fundamentally taught in every single module that we have.

Students will have the opportunity to do consultancy projects and in those contexts, they will

always be developing business solutions or managing big data sets.

Well, the advantage of this course being situated in a business department is that we've got

many connections with business and organisations all around London and there's lots of opportunities

for entrepreneurship and innovation building business solutions to solve problems.

Students who do the digital business degree can move into careers such as information

architecture, or data analytics or project management.

Kingston Business School is a great place to study the digital business degree because

we are lucky that we got business staff and IT staff all working in the same environment

For more infomation >> BSc Digital Business Course Testimonial – Kingston Business School - Duration: 1:09.

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What is Digital Cooldown? - Duration: 2:09.

Digital Cooldown is a very practical two-week course to help you learn about

how and why you use the internet so that you can have a healthier and more

productive relationship with it in the long term. One of the things I noticed

when I went on this course was just how much my anxiety was reduced by simply

limiting the amount of time I would spend online. 90% of my negative online

behaviour changed so I'd no longer be checking things out of insecurity or

fear or anxiety. You know, everyone has a completely different relationship with

the internet but it's an incredibly emotional one and so this course is all

about helping identify what those emotional triggers are and helping you

use that self-knowledge to make long-term changes to your online

behavior. And the second reason I set up Digital Cooldown was productivity.

There is probably nothing more effective that you can do to free up time than

turning off your Wi-Fi and the data on your phone and get things done.

If you've ever complained about not having enough time in your life go on

this course. It frees up so much time. And the third reason a set up Digital Cooldown

was consent. If you're struggling to cut down on using a particular app or a

website, you know, this is cutting down, this isn't even getting rid of something

in your life, then you can never truly consent to how your attention and your

time and your life energy is being used to commercially profit others. Because

your attention is what's incredibly valuable to these companies and unless

you can control it then it's going to be a one-way relationship. And you need to

be able to ask: is it a fair exchange? So I really hope that you can join me on

this course and start having a healthier relationship with the internet. Because

the moment you stop watching this video, it's likely that you're going to fall

into the same negative patterns of behavior. And so the next time you

feel frustrated, powerless, overwhelmed... I want you to know that this course

is here for you and you can start making changes today. So I really hope that you

can join me and good luck

For more infomation >> What is Digital Cooldown? - Duration: 2:09.

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MW18 Lightning Talk: Rethinking The Digital MVP: Your Museum's Viable Product - Duration: 6:18.

Hi, I'm Ariana French.

I'm from the American Museum of Natural History in New York

and I'm here to talk a bit about an MVP,

or minimum viable product.

This is a concept that's been around for some time

in entrepreneurial and startup circles.

But it might be helpful to sort of think about it

first in contrast to what it is not.

Maybe a process you're familiar with,

where you have an idea for a product

whether it's an app or a website, or whatever.

You get all your stakeholders in a room,

you have a bunch of meetings,

you brainstorm all the awesome features

that you want to deliver.

You go out and build it and then you watch it,

and then you move on to the next thing.

In contrast to that an MVP, or a minimum viable product,

is launching that earliest possible version

of your product instead,

with just prototypes of the features

that you think your visitors will want

and then gathering information

from how your visitors are responding

to what you've just released.

And then using that information

to build the next version and the next version

and the next version of your product.

So the idea of an MVP goes hand-in-hand

with this concept of continuous improvement.

Continuous improvement is really just

incremental changes, incremental improvements

to your product over the lifecycle of that product.

So it's really a way-point in a much longer process.

And when you think about an MVP approach

and continuous improvement,

you really have to consider that larger context

in which your product is supposed to operate,

or how you intend it to operate,

and think about it as just one, sort of, point

or one sort of milestone

in a much longer process.

So this type of an approach in product development

is really demanding.

It demands sustained attention,

it demands continuous refinement,

continuous attention to the analytics that you're gathering.

And I don't know about your organizational culture,

but that can sometimes be a tall order.

And that's definitely been difficult

for us to reorient our thinking at the museum.

So a real-world example of this

is a redesign of our website, amnh.org.

We're tackling this in two major phases,

and the first phase is what we're calling,

kind of a repaint of the site.

We're not touching the navigation or the architecture,

but instead we're bringing new fonts, new layouts,

colors, things of that nature.

And then once we get that baseline redesign up on the site

we're going to continue our AV testing program,

that we've already started,

and try to, by continuous improvements, tweaks,

small changes to the website,

in response to the information that we're gathering

through analytics or qualitative user feedback.

And the idea is that we'll continue this

over the life of our website,

in its current form or its future redesign state,

and hopefully bring a better user experience

to all our digital visitors.

Sorry for this stock photo (laughs).

So the idea is really to elevate the theme

in how you really think about product development

and the features that you want to build into your products.

An MVP approach of continuous improvement

really helps elevate the discussion and for us

this definitely helped elevate the internal discussion

away from feature-centric ideas

and instead, what are those sort of umbrella goals

of things like engagement and reach?

And you kind of have to also remember

that this is asking a lot of your stakeholders.

Stakeholders have to get on board with the idea that,

you're effectively inviting your visitors

and your digital users, into the process

of designing the next versions of your product.

So that might be appealing or it might be frightening,

depending on your particular culture.

I know for us it's definitely helped streamline the thinking

in how we invest in future feature development.

Data is your friend.

So you've launched your MVP,

you really have to have a way to measure

you know, how are we doing?

We're looking here at some analytics, Google Analytics,

gathered from our site that we're going to be using

to help inform the next version of the redesigned website.

So data, both qualitative and quantitative,

is really key too.

It's been helpful for us anyway,

in sort of creating guardrails

for how you prioritize your roadmap.

So for example we're going to have

a number of features on our roadmap

for our website going forward

that you want to make sure

are aligned to data that we're actually gathering

and not necessarily, you know,

the whims of any particular group of stakeholders.

We're also learning that

in the previous version of our site

we invested a whole lot into features

that were actually never even used.

So we want to avoid that in the next version.

So finally, adapting and innovating is really a part

of the MVP and continuous improvement approach.

MVP really isn't the goal in and of itself.

It's really just a way to help orient internal dialogue

and help orient your product development process

around your visitors, and around data.

So it's a very innovate, it's a very active,

it's a very adaptive approach,

but it's one that invites your visitors

into the product design process,

which is never a bad thing.

So finally, continuous improvement is key.

Focus on your users and their goals,

not necessarily features.

Use relevant data, and finally adapting to that.

I would like to continue the discussion

with anyone out there who's thinking

about this type of thing.

So please come find me, thank you.

(audience applause)

For more infomation >> MW18 Lightning Talk: Rethinking The Digital MVP: Your Museum's Viable Product - Duration: 6:18.

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The WOW Show - Digital Cornwall - Duration: 2:16.

Hello there young humanoids I hope that you are enjoying the show

I am RoboThespian and I was created here in Cornwall. I see digital

everywhere I look. Technology is making our lives easier

and more fun and in places you might not expect. Don't just take my word for it,

what do you think, Will?

The digital world is not just imaginary things, probably

most of the products you're used to using started out in digital form and

now they've become real. It's your music, it's everything you watch, the clothes

you wear, the bicycle you ride, it's everywhere.

These days there's software in everything, whether it's your thermostat

that needs to talk to your phone or rocket ships. You'll find bits of code making

all of those things work. In fact it took over a hundred lines of code just to

make this button work. Satellite digital communications have connected us to the

rest of the world and galaxies far far away.

Advances in digital technology, allows us to create rich interactive worlds which

players haven't seen before.

We can already use our face to unlock our phone

and pay by Apple Pay and now we're exploring some different ways of using it.

The tech stuff for me is just something that enables our creativity

and definate the heart of everything we do

So we're really lucky to have colleges and universities. They're designing the

courses that find the next generation of digital pioneers. Programs connect

ambitious graduates with big companies to get them started on their digital

careers. It's really important to develop and encourage young people into the

digital industries. The highlight of the year is always our mission to Mars work

experience, where we get them to code the Mars Rover Robots, in order to get to the

Martian surface. There's just so many different options to where you want to

come in to the tech sector. That means lots of different people working

together. Lots of different people doing lots exciting things. There are a lot of

things that you need to learn on the technical side, if you have a passion for

it then go for it. Oh, it's great fun you just have to take the leap.

Digital technology is developing every day. Helping to share knowledge and inspiring

creativity. Maybe one day you will be controlling robots

like me to benefit the lives of people around the world

For more infomation >> The WOW Show - Digital Cornwall - Duration: 2:16.

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Can Digital Create Better Service At Lower Cost? | Leading in Digital | Cognizant UK & Ireland - Duration: 2:53.

What we're seeing today is a shift in the marketplace.

We're seeing a shift from what we call digital for fun which is essentially what we've

been seeing for the last few years into digital that matters.

This is actually how digital really impacts the company in terms of the way it understands

its customers, the way it understands how the products and the customers work together

and how you can harness that insight to really develop even better offerings and better services.

We're seeing more established companies really look for ways to understand how some

of the young, nimble startups are actually growing at a very fast rate by being able

to master a lot quicker than companies who have a much larger infrastructure.

We're seeing it as a trilogy.

The products and services the companies are providing to their B2B and B2C customers.

We're seeing the customers who are actually taking these products on and we're seeing

the people within the company who are orchestrating all these changes and orchestrating the communications

and the dialogue.

The key thing for us is actually how these three are connected together, how the products

and services are intelligent to learn from its' use, how the companies are actually

taking the insight from that usage and providing better and differentiated services and how

the people within the company are on a continuous journey of getting better customer insights

and improving the product or services out in the market place.

We're seeing different sectors taking up these ideas in an exciting way; we're seeing

the public sector, for example, talking to us about how they can integrate the cross-departmental

services they offer, more integrated offerings and services to the citizens.

We're seeing companies like cable and satellite providers asking us how they can compete better

with some of the startups who are no longer startups like Netflix, Amazon Prime etc and

what we're doing with these companies and these entities is actually look at not just

how we can help them engage better with the customer, their B2B/B2C customers, but also

how they can take some of the costs out from their operation by digitising that, but using

technologies like NLP, like chatbots, like robotics etc, so they can provide a better

service at a lower cost.

At Cognizant we're deeper.

Not only do we use our legacy strength in IT infrastructure and analytics, we're continuously

adding layers to our armour.

We've recently made a number of acquisitions and partnerships that really adds more of

the human dimension to our traditional approach and I think the combination between machine

learning and the newly-acquired human design and human learning is actually a very powerful

combination that I think really brings a lot of value for our customers.

For more infomation >> Can Digital Create Better Service At Lower Cost? | Leading in Digital | Cognizant UK & Ireland - Duration: 2:53.

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How Digital Gets Done | Cognizant Community 2018 - Duration: 4:50.

Good morning.

This is all about Community — this is your Community — break bread, spend time with

peers who are going on a similar journey that you're going on.

Digital invites you to build on, and to really supercharge, the tremendous capabilities you

spent years and even decades on developing.

I came to the Cognizant conference really because it's a good time to step back and

look towards the future and think aspirationally and really get a guide of where we need to

start positioning our teams and our thinking to make sure that we're winning in the future.

My colleagues have been coming here — this is their third one — and they've been telling

me for the last two that you've got to get to Community

I go to a number of industry events, software industry events, and they tend to be very

centric on the software vendor's products.

I quite like this format where they talk about multiple trends, multiple products, multiple

industries.

And what a morning it's been so far.

I mean, this is amazing — you can't make this stuff up.

I don't know whether I'm totally inspired or totally terrified.

With the speed of change that we see today we cannot have a long-drawn process — we

have to get quickly to the market.

Digital transformation is one of our core priorities.

Winning with data is one of our core priorities.

Bringing extraordinary value to the customer is one of our core priorities.

How do we leverage all of the data, both structured and unstructured, in order to really apply

AI?

If you look at human-to-computer, it's the slowest — the way we type, and we use our

thumbs — and it's just unbelievably slow bandwidth.

Don't fear AI.

For 75% of jobs, AI will make your job better.

It's taking over tasks — It's not taking over jobs.

And we should be delighted with that.

And if the last few days have reinforced anything for me, it's that there is no line now between

business and technology.

Well there was much excitement, and need I say "hype", around ICO's and cryptocurrencies,

but we are now at a point where some significant financial market infrastructure providers

are starting to say "yes".

A lot of the changes that are coming are inevitable.

And the reason why we want to embrace them is because that is how we get to steer them.

What are you going to do with that, and what can you do with that — that you didn't

know you could do before — that's the opportunity we have.

Our intention is to have people move into more complex work that people and humans need

to carry forward.

They're taking those mundane, boring, repetitive tasks out of their jobs and liberating them

for what you hired them to do: for their problem-solving skills, their creative skills, their people

skills.

Leveraging the Cognizant Community, learning a little bit more about the pitfalls that

people have experienced, is what we're after here.

There's a lot more to be learned by doing more research.

And I think Cognizant has some great examples that I think we can incorporate into our company's

implementation of automation as well.

I eat failure for breakfast.

Failure is an endemic aspect of the work that we do.

It's not that were sloppy, it's not that we're lazy, it's that we're trying to do something

so uncertain that no amount of diligent preparation can get us there.

It is not a simple concept and it's a bunch of stuff that we can barely picture right

now – like monkeys trying to invent humans and imagining what that's going to be like.

I've been in many, many technology conferences — I really didn't expect these kind of

amazing stories.

Community has set the bar for what I will measure all future conferences that I attend.

This was my first Community — it will not be my last.

Challenging us to think about leadership, and the way we serve others as an example,

to change not only our organizations, but really society and humanity as a whole.

Community is really what this gathering is all about.

Communities create connection, they create inclusiveness, and communities establish this

sense of responsibility.

I'm sure you're all very different people, who believe very different things, but you're

all present — you're all here.

To learn, to network, to exchange ideas.

And I think that is beautiful.

I would like to congratulate you for all coming together and continuing this shared experience.

Please give yourselves a round of applause.