Group items tagged

Task/Problem-Centered - Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex. Activation - Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based. Demonstration - Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. The knowledge that is demonstrated is both informational and skill-based. Demonstration is enhanced when it adheres to research-based principles of e-learning. Application - Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application. Integration - Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge.

"a guide for selecting and assembling a technological platform to support communities of practice across a large organization. To this end, the report addresses four questions: What makes communities of practice different from garden-variety online communities? Every group that shares interest on a website is called a community today, but communities of practice are a specific kind of community. They are focused on a domain of knowledge and over time accumulate expertise in this domain. They develop their shared practice by interacting around problems, solutions, and insights, and building a common store of knowledge. What categories of community-oriented products exist and what are they trying to accomplish? The ideal system at the right price does not exist yet, though a few come really close. But there are eight neighboring categories of products that have something to contribute and include good candidates to start with. Analyzing these categories of products yields not only a scan of products, but also a way of understanding the various aspects of a knowledge strategy based on communities of practice. What are the characteristics of communities of practice that lend themselves to support by technology? Technology platform are often described in terms of features, but in order to really evaluate candidates for a technology platform, it is useful to start with the success factors of communities of practice that can be affected by technology. The third section of this report provides a table of thirteen such factors with examples of how a technology platform can affect the success of a community in each area. How to use the answer to these questions to develop a strategy for building a platform for communities of practice? Most of the product categories can be a starting point for building a general platform. In fact, this analysis of the field suggests a strategy for approach the task. Decide what kinds of activities are most

"Without a thriving public sphere the people's ability to manage public affairs equitably and effectively is impossible.... The Public Sphere Project (PSP) is an initiative that is intended to help promote more effective and equitable public spheres all over the world. With this site we hope to ultimately support a community of researchers and activists and provide a broad framework for a variety of interrelated activities and goals."

"A Passion for Creative Transformation The Transformative Leadership MA is a uniquely innovative distance-learning program that integrates extensive practical skills with deep self-reflection and an emphasis on creative action in the world. The program prepares students to embody leadership and mobilize their creativity in many different ways, whether in organizations, social movements, or a range of activities requiring personal initiative and dedication to making a difference. Transformative Leadership offers a creative incubator for new forms of leadership in a rapidly changing world. New forms of leadership are needed in all dimensions of life, not just in boardrooms and governments. Transformative Leadership explores leadership along four dimensions: new ways of being, relating, knowing, and doing, all requiring new perspectives, skills, and personal practices. Transformative leadership holds that as we change the world we also change ourselves, and as we change ourselves we also change the world. The transdisciplinary curriculum develops students' abilities to reflect on their mission in life, apply leading edge research, develop new sets of skills, and creatively act in the world. Faculty and students create a rich and supportive online learning community that provides a context where students can create their own approach to leadership, based on their personal values, capacities, and mission in life. This innovative program culminates in a Capstone Action Project that demonstrates leadership in the world and allows students to apply their learning and test their theories and assumptions about leadership in real time. The lessons learned from this project are often stepping stones for new initiatives and life paths for our graduates. The program also offers a unique set of electives, including a set of courses specifically designed to address issues related to LGBTQ leadership and policy."

We are an artistic research and development outfit for the improvement of civil society and everyday life. We are situated at the intersections of design thinking and practice, social justice and activism, public art and social practice and civic / popular engagement. We design and test social interventions with and on behalf of marginalized populations, controversies and ways of life.

Meaning-making, in all its various aspects, is not only a prime motivating force in human life but also in teaching and learning. We search for personal meanings in our life experiences, which enables us to develop inner capabilities to become self-empowered, self-determining authors of our own life stories. In short, meaning-making expands human consciousness and MCE-MCL extends this explorative and explanatory domain. As students become engaged in a diverse set of personally and socially meaningful activities, they learn to assess what they learned with responsibility to self, to others, and to the local and world communities. Thus, MCE-MCL is holistic, dialogic, and experiential in nature, collaborative and transformative in process and purpose.

"We still need more tool-building but there is much benefit in putting the remarkable tools we now have to work. So we will have a better understanding of both animal model brains, but to me very importantly, the human brain that makes discoveries relevant to disease actionable. And also advances basic neuroscience. We've been focusing on brain disease but in the end basic science is the well from which everything comes, and we should not forget it. But that said, understanding all the different cells, understanding how they're wired together, understanding the language of neurons - that is, when they fire, what are they saying to each other? Understanding how this information integrates. Understanding how activity spreads in the brain and how it's decoded is much more than a 10-year project. But I think a focused push like this could lead to a platform of ideas, of tools, of testable hypotheses, of new observations, that could power both basic neuroscience and translational neuroscience interested in disease and therapeutics."

"Storytelling, she wrote in a 2001 essay, "is still the only activity I know of, besides play itself, that is immediately understood and desired by every child over the age of two.""