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John Evans

20 Top Virtual Reality Apps that are Changing Education - The Edvocate - 0 views

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    "Virtual reality is one of the hottest edtech trends. Not only are students allowed the opportunity to emerge themselves into a subject but can travel the world from their desk chairs. While not readily available in every classroom, programs such as Google Cardboard aim to make VR headsets cheap and accessible. The majority of students in the USA own a cell phone, and with many of these educational apps available on both iOs and the iTunes-enabled devices, they are becoming more accessible to more students. Educationally, these VR apps allow students to visualize concepts that were confined to the pictures in a textbook. Below are 20 Virtual Reality Apps that are changing education."
Nigel Coutts

Learning in the age of Social Networks - The Learner's Way - 0 views

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    Learning is a social endeavour. Schools need to understand that for our students the social landscape has changed. Rather than turning away from this reality we need to understand what it means and what our children need to know and learn to safely maximise the opportunities it brings.
Nigel Coutts

Teaching in the 21st Century - The Learner's Way - 2 views

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    The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?
Nigel Coutts

Understanding understanding and its implications - The Learner's Way - 0 views

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    There are terms within education that we use with reckless abandon and as a result cause great levels of confusion. Understanding is one such word and its usage and our 'understanding' of it can have a significant effect on the learning we plan, deliver and assess. With multiple definitions and its broad usage in curriculum documents, philosophies of teaching and learning and as an indicator of the quality or depth of student learning it is a word we should better understand. 
John Evans

The promise and the promises of Making in science education | The Tinkering Studio - 1 views

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    "Bronwyn Bevan (former Director of Research and Learning at the Exploratorium) just published an expanded literature review of the research on Making for the National Academies of Science committee on Out-of-School Time STEM.

    Though practice is still way ahead of research in Making and Tinkering, this new paper references 66 different studies, many of them are new ones published in the last 18 months. Recent publications document how STEM-Rich Making supports the development of STEM learning identities, deepens engagement with STEM concepts and practices, and leverages learners' cultural resources.

    The paper was published in the journal Studies in Science Education, and it might be of interest to anyone interested in the connections between research and practice in our making and tinkering programs. You can download it by clicking here."
Nigel Coutts

Why do we teach? - The Learner's Way - 1 views

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    Only those who have taught a class for a year, who have struggled with the challenges faced by students and who have shared in the moments of success will truly understand why we teach. Maybe that is why we seek out opportunities to gather and share what we do, to spend even a Saturday in the company of those who "get" what it is that we do and why we do it. Teaching is a beautiful thing to be a part. 
Nigel Coutts

Teaching Dispositions for Learning - The Learner's Way - 1 views

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    Increasingly we aim to teach dispositions but some care in the use of the term is required as it is easily oversimplified. While teaching for dispositions is encouraged it will have little effect if it means doing little other than engaging with the terminology. If we are to encourage the expansion of the desired dispositions, we must be sure to adequately unpack them and understand the implications in store for our culture of learning. 
John Evans

Making GREAT Makerspaces - Worlds of Learning - 5 views

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    "My work with schools across the Nation on planning and creating makerspaces has proven to me that while anyone can create a makerspace, there are distinct differences between makerspaces and GREAT makerspaces.  GREAT makerspaces are unique to your school community, vibrant for now, and sustainable into the future.

    Recently on Instagram, I had a series of 7 posts in which I highlighted what I feel are the 7 attributes of a GREAT makerspace.  These attributes are meant to serve as a guide for school districts and educators as they plan makerspaces for their school communities. They are as follows:"
John Evans

Maker & STEM | K-12 Blueprint - 8 views

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    "Our nation's continued economic prosperity is closely linked with student success in the fields of science, technology, engineering and mathematics (STEM). Use these resources to explore the critical role STEM education plays in driving innovation, and how schools and districts can expand the capacity and diversity of tomorrow's STEM workforce."
Nigel Coutts

Striving to preserve Truth - The Learner's Way - 2 views

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    What purposes does education serve? What needs of humanity does education serve? What might the product of our labours be like and how might our efforts contribute to the greater good? These are questions we have long struggled with but with but it seems that in the current times we might need to rethink how we answer these questions.
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