“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.”
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GLOBE: Home - 0 views
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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
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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.
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Why Learning Should Be Messy | MindShift - 2 views
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Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning.
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School-based education has always been about telling and getting of information, rather than exploring or investigating
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the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.
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David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges
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The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 educatio
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“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
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At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term
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The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity.
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Learnlets » Slow Learning - #change11 - 0 views
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I like Collins, Brown, & Holum’s Cognitive Apprenticeship as a model for thinking more richly about learning. Other learning models are not static
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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
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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.
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. 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.
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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?
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Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views
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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
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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.)
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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.
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For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
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With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education