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Australian outfit Bridge 8, who have the admirable mission of devising "creative strategies for science and society," and animator James Hutson have created six fantastic two-minute animations on various aspects of critical thinking, aimed at kids ages 8 to 10 but also designed to resonate with grown-ups. Inspired by the animation style of the 1950s, most recognizably Saul Bass, the films are designed to promote a set of educational resources on critical thinking by TechNYou, an emerging technologies public information project funded by the Australian government. The animations - which are part Minute Physics, part The Dot and the Line, part 60-Second Adventures in Thought - are released under a Creative Commons license and cover the basics of logic and the scientific method, as well as specific psychological pitfalls like confirmation bias and Gambler's Fallacy.

Like paintings, personal narrative stories that mix images, graphics, sound, and music with the author's own  storytelling voice will exist over time and be enjoyed long past their creation. The ideas and content for this Digital  storytelling guide have been compiled and written by Bernajean Porter, whose book, DigiTales: The Art of Telling  Digital Stories, includes detailed step-by-step processes for bringing this emerging oral storytelling style into today's  classrooms.  Learn how software like Adobe Photoshop Elements and Adobe Premiere Elements can become effective digital  storytelling tools in your classroom. Unleash your students' imagination as they create unique, personal 3-to 5- minute movies.

"Digital Storytelling is the modern expression of the ancient art of storytelling. Throughout history, storytelling has been used to share knowledge, wisdom, and values. Stories have taken many different forms. Stories have been adapted to each successive medium that has emerged, from the circle of the campfire to the silver screen, and now the computer screen." 

Desde comienzos del siglo XXI América Latina experimentó un conjunto de transformaciones políticas, sociales y económicas que le dieron nuevos impulsos al proceso de integración regional. Una característica central de los cambios y mudanzas institucionales fue la crítica, el cuestionamiento y la búsqueda de alternativas a las políticas de ajuste estructural instrumentadas en la región desde la década de los setenta. En efecto, la ofensiva neoliberal había logrado colonizar teórica, política y culturalmente las orientaciones fundamentales en materia de política económica. El MERCOSUR como realidad geoestraté- gica (comercial) emerge en un contexto signado por la hegemonía político-cultural del Consenso de Washington. Desde esta perspectiva, el mercado se convertía en un nuevo principio alocativo que otorgaba prioridades fundamentales al crecimiento económico, la desregulación financiera y la privatización. El Consenso de Washington como paradigma tecno-económico dominante en América Latina no concebía el dise

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Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations and teacher experiences, still limited empirical research has presented the student perspective in project-based learning. This research sought to explore how learners created projects. Using a case study design and five purposively selected participants from eighth grade geography, five themes emerged: (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products. The first four themes describe influences to shape the fifth theme, learning products. The term learning products was used to describe both the learning garnered by the participants and the learning artifacts the participants produced as part of the instructional unit. Implications for practice and future research are considered.

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