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Cris Crissman

DOVER INQUIRY COMMUNITY: YEAR 1 on Vimeo - 1 views

www.vimeo.com/25464428

DOVER INQUIRY COMMUNITY potcert11

shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    MS kids learn to use digital storytelling to change the world!
Yukon syl

GLOBE: Home - 0 views

classic.globe.gov

collective knowledge connected science escience

shared by Yukon syl on 06 Oct 11 - Cached
  • Yukon syl on 06 Oct 11
     
    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system
  • Yukon syl on 06 Oct 11
     
    this is a good example of connected knowledge building and certainly of collective knowledge. What's unique about this is the explicit involvement of children around the world.
kathleen johnson

Why Learning Should Be Messy | MindShift - 2 views

blogs.kqed.org/...why-learning-should-be-messy

disciplines

shared by kathleen johnson on 26 Oct 12 - No Cached
    • kathleen johnson
      kathleen johnson on 26 Oct 12
       
      They have always been interconnected. We just could not see it until we had the internet.
  • “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”
  • In practice, this means the elimination of English, mathematics, history, and science class.
  • ...17 more annotations...
  • arrange the curriculum around big ideas, questions, and conundrums
  • Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning.
  • School-based education has always been about telling and getting of information, rather than exploring or investigating
  • the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.
  • first phase of the arc is called exploration
  • The second phase is expression
  • take the ideas to completion — within the deadline
  • The final phase is called exposition, where the public gets to view what the kids have done.
  • “The point is to see the topic in as many ways as you possibly can,” says Tulley.
  • “T-shaped” students
  • depth in a particular field of study but also breadth across multiple disciplines.
  • David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges
  • The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 educatio
  • Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning
  • “Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development
  • At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term
  • The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity.
  • kathleen johnson on 26 Oct 12
     
    Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab's Human Dynamics group.
Lone Guldbrandt Tønnesen

Learnlets » Slow Learning - #change11 - 0 views

blog.learnlets.com/?p=2332

Clark Quinn learning #change11

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • Our limitations are no longer the technology, but our imaginations
  • “work is learning and learning is work”,
  • how would you construct an optimal performance environment for yourself?
  • ...10 more annotations...
  • We see that we learn by being engaged in meaningful activity, and working with others.
  • I like Collins, Brown, & Holum’s Cognitive Apprenticeship as a model for thinking more richly about learning.  Other learning models are not static
  • I’m really arguing for the need to come up with a broader perspective on learning
  • I’m looking to start matching our technology more closely to our brains
  • meaningfulness, activation and reactivation, not separate but wrapped around our lives
  • I think this framework will need to start with considering the experience design, what is the flow of information and activity that will help develop the learner
  • I don’t need or want an LMS and I often don’t need a ‘teacher’ in the traditional sense, though I welcome the wisdom of coaches and mentors.
  • In self regulated learning, evaluation is a metacognitive event
  • . Much of what my students discussed is similar to my ideal. Briefly, here are some elements, organized under the four categories of appreciative inquiry: 1) Discovery-the best of what we have previously experienced: sense of accomplishment, respect, sharing ideas, supportive atmosphere to enable taking risks. 2) Dream-best of what might be: have real life application, synergy and energy, flexible and fun, open discussions, clear direction, ideas flying around, taking on complex ideas, confidentiality in that “what happens in Vegas, stays in Vegas”. After these discussions, we went on to 3) Design-what it might truly look like and 4) Delivery-what will we commit to, an individual ranking of items central to creating a best learning experience.
  • The majority of us cannot live on the farm or in the bush; but can we design learning experiences along a similar model where learners contribute something of value to the community?
Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
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  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
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