What to teach As a computer scientist, teaching is an interesting concept.
It has often been said that a person does not really
understand something until he teaches it to someone else.
Actually a person does not really understand something
until after teaching it to a computer, i.e., express it
as an algorithm.
Computer Science and Its Relation to Mathematics;
Donald E. Knuth;
The American Mathematical Monthly;
Vol. 81, No. 4 (Apr., 1974), pp. 323-343
So, if we understand something, then a machine can do it and what is the point
of training unreliable humans to do it. If we don't understand something,
then that is something worth teaching other humans who most likely also will
not understand it (but hopefully with more depth and subtlety than they
didn't understand it before).
Intelligence and technology : the impact of tools on the nature and development of human abilities edited by Robert J. Sternberg, David D. Preiss;
DBW stack T58.5.I565 2005
Are we grade school version 2?
It is often worthwhile noting that calling freshman 1st year students is
inaccurate. They are actually students who are in the 13th year of a 16 year
process, already 75% of the way done. While there are some advanced topics they
haven't had a chance to get to yet, the basic mechanics of learning from reading
textbooks should already have been mastered, and if not, is probably a higher
priority than those `advanced topics'. Fortunately, there are no secret
knowledges that they have been denied access to. The basic approach is
clearly laid out in books such as:
How to read a book: the art of getting a liberal education, by Mortimer J. Adler, 1940, Brescia PN83.A43 ( wikipedia entry);
How to solve it : a new aspect of mathematical method, by George Polya,
1948, DBW stack QA11.P78 ( wikipedia entry); and
The elements of style, by William Strunk with revisions, and introduction, and a new chapter on writing by E.B. White, 1959, DBW stack PE1408.S772 ( wikipedia entry).
Of course, these books are more suggestive than prescriptive; after all,
if there was a mechanical method for learning, then computers would do it
way better than students.
Basic notetaking skills like the Cornell method (wikipedia) and Concept Maps (wikipedia) would also
be useful. Ultimately, it would be good for people to master more formal
approaches to recording knowledge such as OWL (the Web Ontology Language) (wikipedia) and
related methods associated with the
Semantic Web (wikipedia)
as these would aid in making use of more advanced computer tools
The Semantic Web of Data Tim Berners-Lee youtube 8.5 minutes;
What is an Ontology youtube 4.5 minutes (the first
in a playlist of 113 `popular semantic web & ontology videos')].
It is also worthwhile considering if we intend for teaching to actually
change people, and, if so, in what sense can they possibly consent to such
change. And what is appropriate to do when they resist?
Consider: Changing minds: the art and science of changing our own and other people's minds by Howard Gardner, 2006, DBW stack BF637.C4G37. Here we are told:
From one perspective the mind changes very easily, and particularly so during
youth. For certain changes of mind, we can sit back, confident that they will
sooner or later happen. At the same time, however, the mind is a surprisingly
conservative mechanism. Theories, concepts, stories, and skills are formed
early, and many resist change. Indeed, when it comes to the theories
that one is expected to master in school, the mind proves remarkably
refractory to alteration -- persisting in its original unschooled theories
even when, on the surface, a person can mouth the appropriate line.
Figuring out how to change minds about the foundation of matter, life, mental
phenomena, and real-life human beings turns out to be a formidable
Now we understand that the main barrier to learning the curricular materials we so painstakingly developed is not what the student lacks, but what the student has, namely, alternative conceptual frameworks for understanding the phenomena covered by the theories we are trying to teach. Often these conceptual frameworks work well for children, so we face a problem of trying to change theories and concepts.
Cognitive science heralds both good and bad news about the nature of human concepts and the process of conceptual change. The bad news is that conceptual change is extremely difficult to achieve, for reasons that have been understood at least since the early writings of Kuhn (1962) and Feyerabend (1962). The good news is that all normally developing children have the capacity for conceptual change, and science educators and cognitive scientists, working collaboratively, are making very good progress at understanding how to foster conceptual change in the classroom. This paper focuses on the conceptual challenges that science educators face, leaving others to comment on what we have learned about how to meet this challenge.
teachers and science educators should be made aware of the important and perhaps surprising consequences of looking at the problem of science education in terms of conceptual change. For example, I have often heard teachers and science educators blame student misconceptions on faulty education at an earlier stage in the curriculum. Rather, student misconceptions are inevitable. Not having the target concepts is not an undesirable stage in students but an absolutely necessary one. Indeed, students will construct intermediate steps and misconceptions that do not conform with the views of developed science, and educators should recognize when these steps constitute progress, not problems. Also, students who appropriately understand what science education is all about will seize on a lack of understanding as an opportunity-a reflection of a need for conceptual work - rather than as a humiliation.
Privacy vs Online Education
Privacy Preferences And Classroom Seat Selection
Pedersen, Darhl M,
Social Behavior & Personality: an international journal. 1994, Vol. 22 Issue 4, p393-398
Are people just there to `learn'?. This uses Marshall's Privacy
Preference Scale which factors privacy into six dimensions: Intimacy,
Not Neighboring, Seclusion, Solitude, Anonymity, and Reserve.
With respect to teaching, one aspect of this is the natural tendencies of
people not to get involved with classroom activities in the absence of
coercion. This is particularly interesting in the context of online learning
where one is under heavy surveillance in the `class room' with files
being compiled on you for corporate marketting, government agencies, and
organized crime. While many early network users were oblivious to these
issues, the constant reporting of confidential data being stolen as well
as cyberbullying has made at least some members of society unenthusiastic
about socializing on the internet. And, as pointed out by many, education is
definitely a social activity.
Security collapse in the HTTPS market
Axel Arnbak, Hadi Asghari, Michel Van Eeten, and Nico Van Eijk;
Communications of the ACM; Volume 57 Issue 10, October 2014, Pages 47-55.
includes quote: Regardless of major cybersecurity
incidents such as CA breaches, and
even the Snowden revelations, a sense
of urgency to secure HTTPS seems
nonexistent. As it stands, major CAs
continue business as usual. For the
foreseeable future, a fundamentally
flawed authentication model underlies
an absolutely critical technology
used every second of every day by every
Internet user. On both sides of the
Atlantic, one wonders what cybersecurity
governance really is about.
note: a CA is a Certificate Authority, the organizations that your browser
interacts with the verify that you are really connected to the web site that
you think you are connected to in cases where the URL starts with https --
in other cases, who knows who you are connected to
Who does what in a massive open online course?
Daniel T. Seaton, Yoav Bergner, Isaac Chuang, Piotr Mitros, and
David E. Pritchard;
Communications of the ACM,
Volume 57 Issue 4, April 2014,
Pages 58-65. which includes the quote:
tracking logs is an established means
for understanding student behavior in
blended and online courses.5,14 In the
6.002x tracking logs, each interaction
(click) contained relevant information,
including username, resource ID, interaction
details, and timestamp. Interaction
details are context-dependent (such
as correctness of a homework problem
submission, body text of a discussion
post, and page number for book navigation).
The edX software is distributed
through the cloud; meaning interaction
data is logged on multiple servers. In total,
approximately 230 million interactions
were logged in 38,000 log files over
the initial Spring 2012 semester.
yes, they really do want to spy on their 108,000 students;
but even if they didn't, since the data is being generated on the internet,
others could be collecting it -- remember, others know you are reading
this web page and visiting the links associated with it.
Of course, as long as one doesn't have students communicating over
the web, there is no reason why computer lessons need be any worse than
a book. One could easily see people getting flash drives with such
packages on them that they could plug into their computers for private use.
Turnitin.com is most effective when it is used by all students in a particular course; however, if and when students object to its use on principle, a reasonable offline alternative must be offered. There is a wide variety of non-electronic methods that can be used to deter and detect plagiarism; for example, to require that all rough work is handed in with the paper or that the student include an annotated bibliography with the paper. Instructors may wish to consult with the Centre for Teaching Support & Innovation when establishing these alternatives.
one wonders whether students will be able to opt out of e-learning as well,
since it raises many of the same concerns as usage Turnitin.com does.
Just in Time Research:
Data Breaches in Higher Education includes quote:
From 2005 to 2013, there were 551 breach reports
made by colleges and universities - a rate of just over one per week. While the data hint at a downward
trend in the number of breaches reported over time, it is too early to tell whether this is a significant
trend (figure 2).
Doctoral (DR) institutions are responsible for the majority of reported breaches, which is likely a
function of scale (e.g., larger campuses, distributed environments, more complicated information
systems, more records to manage, etc.; figure 3). Sixty-three percent of the PRC reported breaches are
attributed to DR institutions, though they make up only 7% of all U.S. institutions.
Privacy Rights Clearinghouse keeps list of data breaches since 2005. (4503 breaches involving
816 million records as of 16 March 2015). categorized by organization type
and breach type (such as `unintended disclosure' and `malware') and
selectable by year.
5 Colleges With Data Breaches Larger Than Sony's in 2014
Kyle McCarthy, Huffington Post, 15 Jan 2015 (the 5 colleges were:
The University of Maryland, North Dakota University, Butler University,
Indiana University, and Arkansas State University -- information source was
Privacy Rights Clearninghouse above). Included quote:
Other schools with data breaches, though not as large as Sony's, include Iowa State University, University of Wisconsin-Parkside, Johns Hopkins University, Auburn, UC- Irvine, University California - Santa Barbara, California State University - East Bay, San Diego State University, and Penn State.
At least 276,000 records breached in Canada in 2014
Howard Solomon - February 18, 2015, IT World Canada
Read more: http://www.itworldcanada.com/article/breaking-news-at-least-276000-records-in-canada-breached-in-2014/102193#ixzz3VioDBMHB
or visit http://www.itworldcanada.com for more Canadian IT News
McMaster University's servers' security breached in hacktivist protest
OCT 9, 2012, Danielle Gadpaille, McMaster University's Student Newspaper.
including quote: In retaliation to perceived decline of post secondary education and inflation of tuition rates, a team of anonymous hackers has directed their animosity at the top educational institutions across the globe, including McMaster.
Security breach of kids' info raises alarm
Jennifer O'Brien The London Free Press,
Tuesday, April 19, 2011. Includes quote:
A memory stick containing records of 4,500 kids has gone missing from a speech and hearing clinic at UWO, a thumb-sized example of how ever-smaller digital technology is heightening security risks.
Included among the records on the tiny storage device are 11 years worth of names, addresses, phone numbers, birthdates, doctor information, school and child-care information.
MISA London Note on Education Focused Privacy Breach Database
Ontario Graduate Scholarship (wikipedia) are only remaining references
to this 2005 UWO data breach. Western News no longer archives the relevant
article. Wikipedia describes the situation as:
On 23 September 2005, the Faculty of Graduate Studies at The University of Western Ontario posted documents to an unsecured part of its website containing ``names, social insurance numbers and Ontario Graduate Scholarship results'' of students. It remained there until 7 October, during which time the information was accessed 14 times. The university made a formal request to the OGS program to cease using Social Insurance Numbers (SINs) for program administration; but no change was made. The university had also contacted Service Canada about granting affected students new SINs, which was denied because there was no documented fraud associated with the affected SINs.
Automated education is an old story
Using computers for education goes back at least to the early 60s.
For example, the system, PLATO (wikipedia entry) in 1960 at the University of Illinois
which ran on a local mainframe computer with thousands of hours of courseware
in dozens of subjects. In 2010, for the 50th aniversary,
a six session conference on PLATO was sponsored by the Computer History
Museum and made available on youtube:
These computer systems in turn seem to be an outgrowth of earlier work
on programmed instruction which seems to have begun in 1926 and progressed
through various audio-visual systems, books, mechanical tutors, the MARK 1
AUTO TUTOR (which contained 10,000 pages of microfilmed material that the
student could randomly navigate), and, of course, eventually elecotronic
computers were used this way. A history of this work is in:
Teaching machines and programmed instruction, an introduction, by Edward Bernard Fry, 1963, STORAGE LB1028.5.F78 c.2. (which also contains discussion of
how these `programs' were organized). All the hopes for current online
learning can be found applied to a future of programmed instruction-style
`teaching machines' by B. F. Skinner in his:
The technology of teaching by B.F. Skinner, 1968
TAY stack LB1051.S628t 1968; and TSC stack NO LOAN LB1051.S57 1968.
Project-based learning (wikipedia) includes quote:
Another example is Manor New Technology High School, a public high school that since opening in 2007 is a 100 percent project-based instruction school. Students average 60 projects a year across subjects. It is reported that 98 percent of seniors graduate, 100 percent of the graduates are accepted to college, and fifty-six percent of them have been the first in their family to attend college.
Problem-based learning (wikipedia) includes quote:
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of creating a problem. Students learn both thinking strategies and domain knowledge. The PBL format originated from the medical school of thought, and is now used in other schools of thought too. It was developed at the McMaster University Medical School in Canada in the 1960s and has since spread around the world. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.
Active learning (wikipedia) includes quote: Active learning is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991).
Sudbury School (wikipedia) includes quote: The fundamental premises of the school are simple: that all people are curious by nature; that the most efficient, long-lasting, and profound learning takes place when started and pursued by the learner; that all people are creative if they are allowed to develop their unique talents; that age-mixing among students promotes growth in all members of the group; and that freedom is essential to the development of personal responsibility
All aspects of governing a Sudbury School are determined by the weekly School Meeting, modeled after the traditional New England town meeting. School Meeting passes, amends and repeals school rules, manages the school's budget, and decides on hiring and firing of staff. Each individual present - including students and staff - has an equal vote, and most decisions are made by simple majority
Alpha II Alternative School (wikipedia)
Alpha II Alternative School is a student-directed senior and secondary school for grades 7 to 12 located in Toronto, Ontario. It is in the Toronto District School Board, founded in 2007. ...
Each student decides for herself what to learn and how to learn it.
A student-led weekly meeting makes decisions on school rules and plans. Decisions are made by consensus.
Agate Private School 506 Hill St; London, ON.
quote: Year round alternative independent democratic private school - Pull Method based on Sudbury Valley Model. Year Founded: 1983
Inquiry-based learning (wikipedia)
including the quote:
After Dr. Charles Pascal's report in 2009, Ontario's Ministry of Education decided to implement a full day kindergarten program that focuses on inquiry and play-based learning, called The Early Learning Kindergarten Program. As of September 2014, all primary schools in Ontario started the program. The curriculum document outlines the philosophy, definitions, process and core learning concepts for the program. Bronfenbrenner's ecological model, Vygotsky's zone of proximal development, Piaget's child development theory and Dewey's experiential learning are the heart of the program's design.
Seymour Papert wikipedia bio computer scientist, artificial intelligence,
worked with Jean Piaget;
inventor of Logo programming language aimed at children
In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.
[Mindstorms: Children, Computers, and Powerful Ideas (1980), Seymour Papert]
A person cannot teach another person directly; a person can only facilitate another's learning
A person learns significantly only those things that are perceived as being involved in the maintenance of or enhancement of the structure of self
Experience which, if assimilated, would involve a change in the organization of self, tends to be resisted through denial or distortion of symbolism
The structure and organization of self appears to become more rigid under threats and to relax its boundaries when completely free from threat
The educational situation which most effectively promotes significant learning is one in which (a) threat to the self of the learner is reduced to a minimum and (b) differentiated perception of the field is facilitated
John Robert Anderson wikipedia bio
psychologist, computer scientist, intelligent tutoring systems, includes the
quote: Anderson's research has used fMRI brain imaging to study how students learn with intelligent tutoring systems. Most of his studies have looked at neural processes of students while they are solving algebraic equations or proofs.
Herbert A. Simon wikipedia bio artificial intelligence researcher, Nobel Prize winner in economics, main research in how decisions are made by organizations
Applications and Misapplications of Cognitive Psychology to Mathematics Education by John R. Anderson, Lynne M. Reder, and Herbert A. Simon includes the
quote: There is almost universal consensus that only the active learner is a successful learner. Proponents
of situated learning and constructivism have proposed a number of modes of instruction that are aimed at
encouraging initiative from students and interaction among them. While we have criticized some of the
assumptions underlying current proposals for "child-centered" procedures as both implausible and lacking
empirical evidence, we fully agree that the social structure of the environment in which education takes
place is of utmost importance from a cognitive, and especially from a motivational, standpoint.
Socratic Arts CMU case study
When Carnegie Mellon University established a Silicon Valley Campus in 2002 it wanted a cutting edge curriculum that would enable students to acquire and practice the essential skills and knowledge that they would use upon graduation in the real world. They turned to Socratic Arts to design and develop six Master's degree programs using the Story-Centered Curriculum approach. Each program consists entirely of projects-students work in teams, one project at a time, mentored by experts. Each project leads naturally to the next, and taken all together, they embody the story of life in this fictional world-the life of a software engineer or e-commerce consultant.
John Seely Brown wikipedia bio
includes quote: His research interests include the management of radical innovation, digital culture, ubiquitous computing, autonomous computing and organizational learning.
Back in 1974, he was working on intelligent tutoring systems like
SOPHIE: a pragmatic use of artificial intelligence in CAI described as:
This paper describes a fully operational AI-CAI system (accessible over the ARPANET) which incorporates Artificial Intelligence techniques to perform question answering, hypothesis verification and theory formation activities in the domain of electronic troubleshooting. Much of its logical or inferencing capabilities are derived from uses of simulation models in conjunction with numerous procedural specialists. The system also includes a highly tuned structural parser for allowing the student to communicate in natural language. Although the system is extremely large it is sufficiently fast to be thoroughly exercised in a training or classroom environment.
Machines which ape people are tending to encroach on every aspect of people's lives, and that such machines force people to behave like machines. The new electronic devices do indeed have the power to force people to "communicate" with them and with each other on the terms of the machine. Whatever structurally does not fit the logic of machines is effectively filtered from a culture dominated by their use.
Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.
And now for a cute video illustrating early childhood learning
Alan Kay wikipedia bio Alan Kay developed the programming
language SmallTalk that was based on his views of how children learn.
This particular video (on a playlist of 156 Alan Kay related videos)
which overviews these ideas has been cued up to
44 minutes into it where he shows
a video of a 22 month old child using MacPaint (including pull down menus).
There are many other interesting examples in it.
The best way to predict the future is to invent it.
Technology is anything that wasn't around when you were born.
Most software today is very much like an Egyptian pyramid with millions of bricks piled on top of each other, with no structural integrity, but just done by brute force and thousands of slaves.
Computing spread out much, much faster than educating unsophisticated people can happen. In the last 25 years or so, we actually got something like a pop culture, similar to what happened when television came on the scene and some of its inventors thought it would be a way of getting Shakespeare to the masses. But they forgot that you have to be more sophisticated and have more perspective to understand Shakespeare. What television was able to do was to capture people as they were. So I think the lack of a real computer science today, and the lack of real software engineering today, is partly due to this pop culture.
Nutrients for Better Mental Performance (64 minutes)
Deficiencies in a wide range of nutrients have negative impact on mental
performance. Should we be checking diets of students?
Sleep ( are classes before noon a good idea?, exercise, water, breathing also relevant.
Electronic and Internet Voting (The Threat of Internet Voting in Public Elections) In this talk we argue that Internet voting is much more dangerous than other forms of electronic voting because of the possibility that anyone on Earth, including a foreign nation state, can attack an Internet election from a remote position of safety, and with the possibility of changing the election outcome without ever being discovered. The number of attack modes is enormous, and the prospects for defense extremely weak. as could be said about any internet
application, such as online learning (81 minutes)
Leading Voices in Higher Education: David Helfand Lecture (53:09 youtube at Dartmouth) 3 minutes in starts to deviate from TEDTalk above. does it make
sense to talk about the efficiency of education or is it more like playing
a Beethoven sonata which takes the same amount of time for the past 200 years.
setting up first not-for-profit private independent liberal-arts and sciences
in Canada was a retirement project of David Strangway (previously president
of UBC). multitasking doesn't work. of 40 tutors, 3 are math tutors.
brought students at Columbia from a Fall course back in the following
Fall and gave them a test on the material that had been taught and they scored
statistically the same as the new students starting out in the course.
At Quest 16 core courses in first two years: an intro Cornerstone course,
3 life science courses,
2 physical science courses, a math course, 3 humanties courses, 3 social
science courses, an art course and 2 interdisciplinary courses. In their
second year, each develops a question that they will pursue with a faculty
mentor and touchstone works related to the question for the remainder of their
degree. Third and fourth year courses comprise: 6-12 focussed on question;
3-8 electives, 2 non-native language, 1-4 experiential learning, 1 capstone.
their pursuits. Take out of classroom as much as possible (multi-day field
trips possible). Student body 430, half Canadian, third US, rest from 34
other countries. If you fail a course, you weren't working; if you fail
on a task in a course, you were working a probably learned something.
Quest Tuition costs: (same for Canadian and non-Canadian Students -- 8 blocks)
tution: $31,000; Single room: $6,500; Board $5150; Books $350; Student
Association fee $200. All students required to have a laptop or tablet.
UWO Tuition costs: (international students -- 8 months)
Tuition: 23,100 -- 23,800 (29,200 for Engineering and Nursing);
Residence & Meal Plan (10,400 -- 13,470); Books $2000 -- $3000.
[overall, they tell international students to expect between $38,460 and
$48,630 in costs first year]
UWO Tuition costs: (Canadian students -- 8 months)
Tuition: approximately 7,300 (12,636 for Engineering);
Residence & Meal Plan ($9000 -- 12000); Books approximately $1,500.
[Illustrates the extent of government supplement funding -- difference in
books cost puzzling at UWO, Quest of course relies less on `textbooks'.]
Crossing Thresholds: Identifying conceptual transitions in postsecondary teaching
Susan Wilcox, Queen's University;
Andy B. Leger, Queen's University. Includes quote:
we identified four recognized concepts in the field of postsecondary teaching as potential threshold concepts in this field: Assessment for/as learning; Learning-centred teaching; Accommodation for diversity; and, Context-driven practice. ... Through this work, we hope to help educational developers and faculty members consider what is involved in learning to teach and developing teaching expertise, and to encourage critical discussion about the teaching development ``curriculum'' in postsecondary settings. Threshold concepts arise as a field develops and are defined as practitioners and scholars in the field define their field. At this stage, we believe the real value of threshold concepts for postsecondary teaching lies in the discussion that arises in the process of identifying and naming the concepts.
Is "Safety" Dangerous? A Critical Examination of the Classroom as Safe Space
Betty J. Barrett, University of Windsor; Includes quote:
The purpose of this essay is to question the notion of the classroom as a safe space. I
argue that safety, as it is commonly conceptualized by both teachers and students in scholarly
discourse, is not only impossible to achieve in higher education, but that it may indeed be
counterproductive to student learning.
An Introduction to Ethical Considerations for Novices to Research in Teaching and Learning in Canada
Mark MacLean, Department of Mathematics, University of British Columbia;
Gary Poole, University of British Columbia. Includes quote:
At some level,
the ethical dilemmas teacher-researchers face in doing research in teaching and learning
reflect the richness and diversity of learning situations in our institutions. Thus, these
ethical challenges should be viewed as opportunities to examine the critical relationships
between teachers and students and how they affect learning. In a very real way,
understanding these relationships is central to this scholarship.
link to CMU web site: Solve a Teaching Problem you select a problem
from a long list of problems, then they provide a list of possible reasons
for the problem from which you pick one, then they provide you with a
few possible strategies for solving that problem based on the notion that
it is caused by the reason chosen. Another link at the same CMU site
Principles of Teaching & Learning which starts with the Herbert Simon
quote: Learning results from what the student does and thinks
and only from what the student does and thinks. The teacher can
advance learning only by influencing what the student does learn.
(see Alternative Teaching links for more about Herbert Simon)
Active Learning in Higher Education
Active Learning in Higher Education is an international, peer reviewed publication for all those who teach and support learning in higher education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to all aspects of development, innovations and good practice in higher education teaching and learning, including the use of information and communication technologies and issues concerning the management of teaching and learning.
income in Canada (wikipedia) quote:
As of 2014, the Liberal Party of Canada, the Green Party of Canada, the Pirate Party of Canada, provincial party Québec Solidaire and conservative senator Hugh Segal advocate for basic income in Canada.
quote: Mincome was an experimental Canadian basic income project that was held in Dauphin, Manitoba during the 1970s. The project, funded jointly by the Manitoba provincial government and the Canadian federal government, began with a news release on February 22, 1974, and was closed down in 1979.
Swiss consider welfare overhaul with guaranteed income
youtube 9.5 minutes (from PBS NewsHour).
quote: In Switzerland, an idea to guarantee every citizen a yearly income of 30,000 Swiss Francs [150321: 1 Swiss Franc = .78 Canadian dollars; 30,000 SF = 24,400 $CAN], regardless of other wealth or employment, has gained enough supporters to trigger a referendum. Economics correspondent Paul Solman reports that the idea is gaining some traction across party lines in the United States, too, but views differ on if and how a guaranteed minimum income would work.
(wikipedia bio) designed the
StarLogo (wikipedia) system to
help teach the difference between systems of distributed control
(such as traffic jams, market economies, predators and prey in the wild,
and how people figure out when the bar will be least likely to be crowded)
work as opposed to systems of centralized control. NetLogo (wikipedia) is a variation on this system
(developed at NorthWestern by Uri Wilensky) which I have
used to teach agent-based simulations to social science students.
Turtles, termites, and traffic jams : explorations in massively parallel microworlds by Mitchel Resnick, MIT Press, 1994,
STORAGE - QA76.58.R47 1994 (another great book banished to the storage wasteland)