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Schmidt-Morand is especially curious about horses' vision: since their eyes are at the side of their head, they can see what's in front of them, beside them and behind them. Although it would be difficult to recreate this on a screen, it could be possible in a virtual reality room. "It's impossible for me to imagine what this view would even look like," says Schmidt-Morand.

from your phone

complex, challenging, and sometimes even messy problems that closely resemble real life

active inquiry and higher-level thinking

engage students, cut absenteeism, boost cooperative learning skills, and improve academic performance

Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning.  Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities.  In the student centered classroom, every student is a potential teacher for the group.

Students are encouraged to express their own ideas and contribute to the whole

Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)

Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.

Student Choice: Assessment Products by Intelligence and Style

Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related.

This is a remarkable result—imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content

Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!

It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.

imagine the design as being the outline of a painting.  As the community is established and evolves its members fill the outline with color.  Together they create a picture of learning.  The more active and engaged the participants, the more the picture will evolve.  Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance.  I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it.   In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well.  I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.

It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience." Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about who to be: (imaginative projection: some participation in story-telling or drama) what the rules are (game recognition: the mental labor of identifying problems and how to solve them) how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)

Far more than books or movies or music, games force you to make decisions. Novels may activate our imagination, and music may conjure up powerful emotions, but games force you to decide, to choose, to prioritize. All the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning to make the right decisions: weighing evidence, analyzing situations, consulting your long-term goals, and then deciding…. Those decisions are …predicated on two modes of intellectual labor that are kept to the collateral learning of playing games. I call them probing and telescoping (41) Probing: you have to probe the depths of the game’s logic to make sense of it and like most probing expeditions, you get result by trial and error, by stumbling across things, by following hunches (42-3) Telescoping is managing…simultaneous objectives… you can’t progress far in a game if you simply deal with the puzzles you stumble across; you have to coordinate them with the ultimate objectives on the horizon...Telescoping is about constructing the proper hierarchy of tasks and moving through the tasks in the correct sequence. It’s about perceiving relationships and determining priorities (54-55).

Student centered learning

Soap is generally a sodium salt of fatty acids.

The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.

burning mixture of potassium