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John Evans

How to Lead Professional Development for Makerspace and STEM Educators | EdSurge News - 2 views

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    " President Obama announced the "Week of Making" the week of June 12 - 18, 2015, and eleven educators from the Pittsburgh region were invited to the White House on June 15, 2015 to discuss what great makerspaces look like in schools and how we can scale this movement across the country in schools. But not everyone can visit Obama to talk about Making--so how does one lead professional development when introducing a makerspace? EXPERT "MAKER" EDUCATORS FROM PITTSBURGH AT PRESIDENT OBAMA'S "WEEK OF MAKING." At Elizabeth Forward High School, the 2015 Pittsburgh FAB Institute was held June 15 - 18, 2015. Sponsored by the Grable Foundation, the 2015 Pittsburgh FAB Institute provided a rich professional development to 75 teachers across the country focusing on digital fabrication. These educators ranged from beginners to experts, elementary, middle and high school teachers, educators from museums, college professors and school administrators and these educators were interested in what aFABLab looks like in schools."
John Evans

How to Kickstart Maker Education | Edutopia - 2 views

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    "While school is out for the summer, part of Lincoln Elementary's campus, in Pittsburgh, Pennsylvania, will be transformed into an outdoor makerspace. When students return in the fall, they will get to see how their own design concepts have turned into an engaging environment for learning by making. Lincoln Elementary is just one of seven schools across the Pittsburgh region where new makerspaces are emerging through a collaboration with the Children's Museum of Pittsburgh, Kickstarter, and a host of community partners. Their approach offers a sustainable model for funding and professional development that other schools and communities might want to borrow to kick start their own maker efforts. "
John Evans

Remake Learning - Remake Learning is a network of people, projects, and organizations i... - 1 views

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    "Remake Learning is a resource for the people, organizations, and ideas shaping the future of teaching and learning in the greater Pittsburgh region. Read stories about learning innovation on our blog and in the news, browse upcoming events and opportunities, and connect to resources and network members in Pittsburgh, West Virginia, and beyond."
John Evans

Playbook - Remake Learning - 2 views

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    "Since 2007, a diverse group of Pittsburgh's educators, funders, academics, and citizens-known as the Remake Learning Network-has emerged to exchange ideas and implement strategies to enhance the region's learning ecosystem. These efforts have provided the region's children and youth with novel, engaging, and relevant learning opportunities that help them thrive in school, college, and the workforce. Indeed, what began with small, informal discussions has blossomed into a full-fledged movement that is yielding notable results and earning national recognition. In the spirit of open innovation, the Network is building the Remake Learning Playbook, a field guide full of ideas and resources for supporting learning innovation networks. Filled with practical and actionable information to help other communities build on the Pittsburgh model for learning innovation."
John Evans

Mindful Makers - 0 views

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    "This project supported in part by a Remake Learning Fellowship from The Sprout Fund. Credit: Leanne Bowler, University of Pittsburgh"
John Evans

My StoryMaker: powerful, flexible, FREE story design environment for kids and adults! |... - 1 views

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    My StoryMaker is a free, easy-to-use, Flash-based interactive story development platform developed by The Carnegie Library of Pittsburgh, with the generous support of Carnegie Mellon University and The Grable Foundation.
John Evans

The Hiccups and Hurdles of Makerspace Planning (and How to Avoid Them) - 1 views

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    "With all the great things about makerspaces, it can be easy to overlook some of the small hiccups and larger hurdles that might come up when making if educators and youth don't make time for designing and planning.  At the reMAKE education conference (#remakeedu) this past week, Stephanie Chang and I engaged educators in some planning exercises that can help bypass those hiccups and hurdles and streamline the design process. (Thanks to the Children's Museum of Pittsburgh and their framework for helping us focus our efforts)."
John Evans

Remake Learning Playbook : Case Studies - 4 views

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    "The Remake Learning Playbook is an ambitious project to open source the project code for learning innovation ecosystems. Created by The Sprout Fund as a digital & tangible product, the Playbook documents the process and outcomes of both the Pittsburgh region's efforts to create a community-wide learning innovation network, and specific projects the network has catalyzed. The Playbook captures the spirit and substance of the Remake Learning Network in action. It covers the theory and practice of building learning innovation networks, the resources and strategies required to put networks into action, and the impact of the network in schools, museums, libraries, communities, and more."
John Evans

Can Anti-Plagiarism Tools Detect When AI Chatbots Write Student Essays? | EdSurge News - 0 views

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    "After its launch last month, ChatGPT, the latest chatbot released by OpenAI, made the rounds online. Alex, a sophomore at a university in Pittsburgh, started toying with the chatbot about a week after it was released, after finding out about it on Twitter. Within a couple of days, he got really excited by the quality of the writing it produced. The chatbot was good, he says-really good. ("Alex" is the name that this person provided to EdSurge. He only agreed to speak anonymously, for fear of repercussions for admitting to academic dishonesty.) He'd found the chatbot around finals week, with everyone in a mad rush to finish papers. Most people seemed interested in asking the chatbot for jokes or stories, Alex says, but he was "instantly intrigued with the idea of using it to write a paper.""
John Evans

Is Coding the New Literacy? | Mother Jones - 2 views

  • What if learning to code weren't actually the most important thing? It turns out that rather than increasing the number of kids who can crank out thousands of lines of JavaScript, we first need to boost the number who understand what code can do. As the cities that have hosted Code for America teams will tell you, the greatest contribution the young programmers bring isn't the software they write. It's the way they think. It's a principle called "computational thinking," and knowing all of the Java syntax in the world won't help if you can't think of good ways to apply it.
  • Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking—and sticking with—computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution.
  • Much like cooking, computational thinking begins with a feat of imagination, the ability to envision how digitized information—ticket sales, customer addresses, the temperature in your fridge, the sequence of events to start a car engine, anything that can be sorted, counted, or tracked—could be combined and changed into something new by applying various computational techniques. From there, it's all about "decomposing" big tasks into a logical series of smaller steps, just like a recipe.
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  • Because as programmers will tell you, the building part is often not the hardest part: It's figuring out what to build. "Unless you can think about the ways computers can solve problems, you can't even know how to ask the questions that need to be answered," says Annette Vee, a University of Pittsburgh professor who studies the spread of computer science literacy.
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    "Unfortunately, the way computer science is currently taught in high school tends to throw students into the programming deep end, reinforcing the notion that code is just for coders, not artists or doctors or librarians. But there is good news: Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking-and sticking with-computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution."
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