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Camcon Auto Ltd, reducing CO2 and NOX emissions from vehicles through innovative actuators
Springless mechanical valve control, via individual electric motor controlled cams for every valve, allowing for all sorts of weirdness like temporary 2 stroke mode, or "12 stroke" roundrobin cylinder deactivation.
automotive  technology  individual  valve  mechanical  cam  digital  control  engine  cycle 
8 hours ago by asteroza
LaTrobes digital literacy framework
LaTrobe University Library has been instrumental in creating this document -Digital Literacies framework - for the University staff and students.
digital  literacy 
8 hours ago by Kye.
reMarkable | Store
The paper tablet for people who prefer paper. Here to replace your notebooks, sketchbooks and printouts. Paper-like reading, writing and sketching with digital powers.
tablet  paper  digital  resolution  batterylife 
8 hours ago by hguzman92
B2B Buyers are changing; we are all publishers now – answering the top audience questions
"Recently I put my content strategy for the B2B buyer to the live test. The audience had some terrific questions. Here's a rundown of the event and the top questions asked - with links to audio."
content  marketing  digital  and  the  new  professional  it  as  a  service 
17 hours ago by jonerp
Children learn best when engaged in the living world not on screens | Aeon Essays
"As a parent, it is obvious that children learn more when they engage their entire body in a meaningful experience than when they sit at a computer. If you doubt this, just observe children watching an activity on a screen and then doing the same activity for themselves. They are much more engaged riding a horse than watching a video about it, playing a sport with their whole bodies rather than a simulated version of it in an online game.

Today, however, many powerful people are pushing for children to spend more time in front of computer screens, not less. Philanthropists such as Bill Gates and Mark Zuckerberg have contributed millions of dollars to ‘personal learning’, a term that describes children working by themselves on computers, and Laurene Powell Jobs has bankrolled the XQ Super School project to use technology to ‘transcend the confines of traditional teaching methodologies’. Policymakers such as the US Secretary of Education Betsy DeVos call personalised learning ‘one of the most promising developments in K-12 education’, and Rhode Island has announced a statewide personalised learning push for all public school students. Think tanks such as the Brookings Institution recommend that Latin-American countries build ‘massive e-learning hubs that reach millions’. School administrators tout the advantages of giving all students, including those at kindergarten, personal computers.

Many adults appreciate the power of computers and the internet, and think that children should have access to them as soon as possible. Yet screen learning displaces other, more tactile ways to discover the world. Human beings learn with their eyes, yes, but also their ears, nose, mouth, skin, heart, hands, feet. The more time kids spend on computers, the less time they have to go on field trips, build model airplanes, have recess, hold a book in their hands, or talk with teachers and friends. In the 21st century, schools should not get with the times, as it were, and place children on computers for even more of their days. Instead, schools should provide children with rich experiences that engage their entire bodies.

To better understand why so many people embrace screen learning, we can turn to a classic of 20th-century French philosophy: Maurice Merleau-Ponty’s Phenomenology of Perception (1945).

According to Merleau-Ponty, European philosophy has long prioritised ‘seeing’ over ‘doing’ as a path to understanding. Plato, René Descartes, John Locke, David Hume, Immanuel Kant: each, in different ways, posits a gap between the mind and the world, the subject and the object, the thinking self and physical things. Philosophers take for granted that the mind sees things from a distance. When Descartes announced ‘I think therefore I am’, he was positing a fundamental gulf between the thinking self and the physical body. Despite the novelty of digital media, Merleau-Ponty would contend that Western thought has long assumed that the mind, not the body, is the site of thinking and learning.

According to Merleau-Ponty, however, ‘consciousness is originally not an “I think that”, but rather an “I can”’. In other words, human thinking emerges out of lived experience, and what we can do with our bodies profoundly shapes what philosophers think or scientists discover. ‘The entire universe of science is constructed upon the lived world,’ he wrote. Phenomenology of Perception aimed to help readers better appreciate the connection between the lived world and consciousness.

Philosophers are in the habit of saying that we ‘have’ a body. But as Merleau-Ponty points out: ‘I am not in front of my body, I am in my body, or rather I am my body.’ This simple correction carries important implications about learning. What does it mean to say that I am my body?

The mind is not somehow outside of time and space. Instead, the body thinks, feels, desires, hurts, has a history, and looks ahead. Merleau-Ponty invented the term ‘intentional arc’ to describe how consciousness connects ‘our past, our future, our human milieu, our physical situation, our ideological situation, and our moral situation’. He makes readers attend to the countless aspects of the world that permeate our thinking.

Merleau-Ponty challenges us to stop believing that the human mind transcends the rest of nature. Humans are thinking animals whose thinking is always infused with our animality. As the cognitive scientist Alan Jasanoff explains in a recent Aeon essay, it is even misleading to idealise the brain independent of the rest of the viscera. The learning process happens when an embodied mind ‘gears’ into the world.

Take the example of dancing. From a Cartesian perspective, the mind moves the body like a puppeteer pulls strings to move a puppet. To learn to dance, in this paradigm, a person needs to memorise a sequence of steps. For Merleau-Ponty, on the contrary, the way to learn to dance is to move one’s physical body in space: ‘in order for the new dance to integrate particular elements of general motricity, it must first have received, so to speak, a motor consecration.’ The mind does not reflect and make a conscious decision before the body moves; the body ‘catches’ the movement.

Philosophers have long attributed a spectatorial stance to the mind, when in fact the body participates in the world. It is common sense that the head is the ‘seat of thought’, but ‘the principal regions of my body are consecrated to actions’, and the ‘parts of my body participate in their value’. People learn, think and value with every part of their bodies, and our bodies know things that we can never fully articulate in words.

Surely, one could reply, this might be true for physical activities such as dancing but does not apply to all intellectual pursuits. Merleau-Ponty would respond: ‘The body is our general means of having a world.’ Everything we learn, think or know emanates from our body. It is by walking through a meadow, hiking beside a river, and boating down a lake that we are able to appreciate the science of geography. It is by talking with other people and learning their stories that we can appreciate literature. Buying food for our family infuses us with a conviction that we need to learn mathematics. We cannot always trace the route from experience to knowledge, from a childhood activity to adult insight. But there is no way for us to learn that bypasses the body: ‘the body is our anchorage in a world’.

Merleau-Ponty would not be surprised if people showed him students learning on a screen. Students can project themselves into the world that they see on a screen, just as many people are capable of thinking abstractly. As long as children have had some exposure to the world and other people, they should be able to make some sense of what they see on screens.

Still, Merleau-Ponty gives us reasons to resist the trend towards computer-based education. Proponents of personalised learning point to the advantages of having kids on computers for much of the school day, including students working at their own pace to meet learning objectives. However, from a phenomenological perspective, it is not clear why students will want to do this for very long when the experience is so removed from their flesh-and-blood lives. Teachers and parents will have to use incentives, threats and medication to make children sit at computers for long stretches of time when children want to run, play, paint, eat, sing, compete and laugh. To put it bluntly: advocates of screen learning sometimes seem to forget that children are young animals that want to move in the world, not watch it from a distance."
children  learning  nature  bodies  education  schools  howwelearn  2018  nicholastampio  howwethink  mauricemerleau-ponty  1945  plato  descartes  johnlocke  kant  davidhume  perception  screens  digital  technology  senses  personalization  sfsh  tcsnmy  lcproject  openstudioproject  body 
19 hours ago by robertogreco
(86) Muxlab HD over IP with PoE Solutions for Digital Signage and Video Walls - YouTube
Muxlab HD over IP with PoE Solutions for Digital Signage and Video Walls
Muxlab  HD  over  IP  with  PoE  Solutions  for  Digital  Signage  and  Video  Walls  hdmi 
20 hours ago by kilroy2
2018 Online Journalism Awards Finalists
Amazing uses of digital media here, including AR and VR, from large newsrooms and small.
webapps  journalism  digital  awards  examples 
yesterday by macloo
Cloud ERP isn’t a handshake deal – it’s a value extraction challenge. Here are the stages.
"Cloud ERP benefits don't just happen - you have to earn them. Here's the value stages I've charted from years of customer interviews - and the debates I've had about them."
analytics  planning  and  data  analysis  cloud  erp  financials  supply  chain  platforms  -  infrastructure  architecture  digital  enterprise  in  the  real  world 
yesterday by jonerp
Popping the Bubble: Brian Solis enters his Madonna Like a Virgin phase - Brian Solis
Sandra Ponce de Leon of the Popping The Bubble blog recently interviewed Brian Solis for their podcast, where they talked at length about digital disruption, digital addiction, and the steps you can take in your life to combat it.
actions  addiction  advice  digital  disruption  interview  podcast  press  publicity  brian  solis 
yesterday by briansolis
Solvis Consulting: “The Digital Change Agent’s Manifesto” para la transformación digital de las organizaciones - Brian Solis
The Spanish-language Solvis Consulting blog recently did an overview of Brian Solis’ report on the Digital Change Agent’s Manifesto.
advice  agent  change  digital  press  publicity  report  transformation  Trends  brian  solis 
yesterday by briansolis

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