THIS WEEK'S MUST-READ STORIES
The digital native is a myth: new paper claims that “information-savvy digital natives do not exist”
A paper published last month in Teaching and Teacher Education claims that the digital native is a myth. The paper presents scientific evidence showing that there is no such thing as a digital native who is more tech-savvy or good at multitasking than older generations.
New study reveals how students respond to alerts and notifications
A new study has found that students have a strong preference to notifications that compare them to peers in their course instead of receiving notifications only about their own activity.
Sensory Urban Laboratory
User-focused urban planning and design can no longer be taught based solely on theoretical metadata. Learning must be based on the student’s experience to understand and resolve a more complex reality by using a combination of research tools and analysis.
Carnegie Mellon launches initiative to boost multidisciplinary AI research
Carnegie Mellon University has launched CMU AI, a new initiative to develop multidisciplinary artificial intelligence research across seven departments and disciplines at the school. With this initiative, the university aims to create one of the largest AI research groups in the world.
Chinese tech company Tencent backs Indian startup Byju's
Tencent, the Chinese tech giant, invests $40 million in the Indian EdTech company Byju's, valuing the startup in $750 million. Byju's is an app and service that offers learning programs on several subjects and for different ages. It has been downloaded over 8 million times and it is being used in more than 1700 cities around the world.
WHAT WE ARE READING
Teaching Ph.D.s How to Teach (paywall) (The Chronicle of Higher Education)
How to Prepare Preschoolers for an Automated Economy (The New York Times)
Why is 21st Century Learning Both Social & Emotional? (EdTech Review)
Building the Future: Designing With Purpose (Getting Smart)