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Process Oriented Guided Inquiry Learning POGIL originated in college chemistry departments in 1994; there are now well over 1,000 implementers in a wide range of disciplines in high schools and colleges around the country.POGIL uses guided inquiry - a learning cycle of exploration, concept invention and application is the basis for many of the carefully designed materials that students use to guide them to construct new knowledge. POGIL is a student-centered strategy; students work in small groups with individual roles to ensure that all students are fully engaged in the learning process.POGIL activities focus on core concepts and encourage a deep understanding of the course material while developing higher-order thinking skills. POGIL develops process skills such as critical thinking, problem solving, and communication through cooperation and reflection, helping students become lifelong learners and preparing them to be more competitive in a global market.POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team. A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials. These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions-essentially a recapitulation of the scientific method. The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.POGIL is based on research indicating that a) teaching by telling does not work for most students, b) students who are part of an interactive community are more likely to be successful, and c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own und

The Game Design Tool Kit goo.gl/JB7suY Download Game Design Tool Kit: http://goo.gl/IvOtYB The Learning Games Network (LGN) and FableVision have partnered to create the Game Design Tool Kit (GDTK), a free online resource designed to help teachers use game design more extensively in their curriculum. Offered as a series of resources, the GDTK is available for download by teachers at no cost as a comprehensive handbook. Features of the Game Design Toolkit include: - A lesson plan guide - Research and design prompts - Step-by-step instructions - Discussion guides Implementation of the GDTK can be condensed into as brief of a span of time as a few days or can be spread out over a quarter or a semester.

Game Design Tool Kit http://education.mit.edu/blogs/carole/2014/11/05 The Learning Games Network (LGN) and FableVision have partnered to create the Game Design Tool Kit (GDTK), a free online resource designed to help teachers use game design more extensively in their curriculum. Offered as a series of resources, the GDTK is available for download by teachers at no cost as a comprehensive handbook. Features of the Game Design Toolkit include: - A lesson plan guide - Research and design prompts - Step-by-step instructions - Discussion guides Implementation of the GDTK can be condensed into as brief of a span of time as a few days or can be spread out over a quarter or a semester.

"An important area that digital natives have been unable to manage effectively is their own personal learning. There are 3 very specific habits that new learners bring with them into the E-Learning environment that need to be "un-learned" so effective "re-learning" can take place" (¶5, retrieved 2015.06.26).

Designing Technology and Pedagogy to Promote 21st Century Literacies in the Humanities A talk by Brian Johnsrud (Stanford) and Emily Schneider (Stanford) at the Digital Humanities Focal Group "We've been told time and again: the information landscape is shifting, creating new ways of interacting with multimedia, sprawling archives, and digital, participatory cultures. These changes are (slowly) being echoed in the humanities classroom, as reading digitally, communicating online, and analyzing interactive, multimedia artifacts are being integrated into existing practices traditionally valued in the humanities. In this talk, Brian Johnsrud and Emily Schneider will share their research on how traditional humanistic practices can be enlivened and extended with new digital tools and objects of analysis. The key questions inherent to this research include: What kinds of "21 st century literacies" are required for productive engagement with new media and learning practices,both in and outside of classrooms? And how might courses in the humanities support students in developing these literacies? Lacuna Stories, a digital reading and writing platform currently being developed in the Poetic Media Lab, takes on this challengeby merging academic texts and media with the interactive affordances of the Web. This talk will give an overview of"21 st century literacies," discuss their connection to the overall learning goals of the humanities, and showcase several "old"and "new" literacies that Lacuna Stories is designed to support."

"The theories behind communities of practice The design of teaching often integrates different theories of learning. Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex. What are communities of practice? Definition:  Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Wenger, 2014"

The primary benefits of GBL [game-based learning] are that it is engaging, user-centered, authentic, inspires creativity, and promotes literacy in many different ways. When considering the Maker Movement and GBL the most natural alignment is to have students designing or making games. ...it has the potential to engage students in a wide variety of activities that can support the development of many valuable skills. Designing and developing a game requires planning and research, teamwork, technical skills, computer literacy, imagination, and creativity. A well-supported design project can help students develop all of these skills will simultaneously enhancing knowledge of any subject. The Maker Movement already supports interactions that would meet these objectives.

Design Thinking for Educators Workshop Edutopia, IDEO and Riverdale Design Thinking is an approach to addressing challenges in a thoughtful and fun way, where you get to apply the 4Cs -- collaboration, creativity, critical thinking, and communication -- to your own work as you develop new solutions for your classroom, school, and community.

"What's a FabLab@School? A FabLab is a low-cost digital workshop equipped with laser-cutters, routers, 3D scanners, 3D milling machines, and programming tools, where you can "make almost anything." There are over 50 FabLabs around the world, open to local inventors, small businesses, and garage entrepreneurs.The FabLab concept was created by Prof. Neil Gershenfeld at MIT. Despite the potential impact of FabLabs in education, they are mostly focused on adults, entrepreneurship, and product design. The FabLab@School, created by Prof. Paulo Blikstein at Stanford University is a new type of digital fabrication lab especially designed for schools and children, with several special characteristics. "

"A multi-disciplinary group designing and researching new technologies for education. We understand new technologies not only as a way to optimize the existing educational system, but as a transformative force that can generate radically new ways of knowing and learning."