Group items tagged

"Hey there! You've stumbled upon the What If Machine where anything is possible. Click on a particular topic and start wondering about anything and everything with our what-if-machine. Disney"

"Students presented their work. They had about 30 seconds. A few students served as a panel (if we're sticking with "Shark Tank", these are your Mark Cubans, your Mr. Wonderfuls, etc.). The teacher had prepared a few scripted questions, which the panel asked psuedo-randomly. The presenters knew these questions ahead of time and had to be prepared to answer them. Students responded to the questions that were selected. The panelists convened with their groupmates to discuss the presenters' responses and to develop deeper, more probing questions. The presenters also had a couple minutes to regroup and confer. After convening, the panelists return to their station and ask the questions that they and their group came up with. The presenters respond. From this point, it becomes semi-conversational as all the panelists are interested in getting their question answered.he presenters then answered those questions, which were generally more specific in nature and based on the initial responses of the presenters."

I wonder how often this opportunity is there but the person isn't . . . seems like the very definition of computational thinking. "In the end, the tool was very crude but accomplished something very useful: It had a flow that ensured all the reports required by people on the ground, and above, were sent in a timely and orderly manner. Each step of that flow was almost entirely automated. Each button filled a template and put the text in the clipboard for copy-pasting in the chat. Events were timed automatically. Distances and time of travel were computed automatically. A dropdown menu facilitated entering common values. Big warning signs were visible when a time critical step was ongoing, or some important data was missing."

"Harry: "I just can't say "Find an avenue" because he's gonna say "you're not teaching me anything!" Bill: "Well, maybe that's the way to teach though. Maybe if you say "you must find an avenue. Next week, I'll show you an avenue, but this week, find an avenue!""

"Many years ago I spoke of Bill Evans and his great appreciation of simplicity, and his capacity for tremendous amplification through honest simplification. Recently I stumbled upon a rare, 45-minute interview from the 1960s which Bill Evans did along with his brother-also a wonderful pianist-Harry Evans. If you can find time to sit down and watch the entire interview, it may be the best thing you see all week. But to give you a feel of the message, let me place the videos here and highlight the key points along with my comments."

I wonder what this would look like as an integrated curricular/thematic element at VCU? I'm not a fan of the video style but certain elements about the whole site are worth noting/exploring.

Wonder what this would look like for ITRTs, Social Studies etc.

"How do I want to be online? A human open educational resource to those who seek my help navigating this disturbing and ambiguous space so full of wonder."

Interactive classroom design tool - this is what I want to build to prompt reflection on the implications of space and learning.

This is wonderful! Thank you for posting this. So nice to see space being considered in order to create an environment for engagement and interaction. Fantastic!

"Traditional courses have long focused on tools and techniques for the presentation of content. Traditional concerns from faculty focused on covering the material, getting through the book and meeting expectations so that faculty in other courses won't muse and wonder,  "Didn't you learn these concepts from faculty X?"   And "Didn't you study the work and contributions of  ____ (Fill in your favorite who)"  A major drawback with designing for content as a priority is that it focuses attention on what the faculty member is doing, thinking and talking about and not on the interaction and engagement of students with the core concepts and skills of a course. The new focus on learners encourages a focus on learners as a priority. The new focus on the learner is to develop a habit of asking, what is going on inside the learner's head? How much of the content is being integrated into their knowledge base? How much of the content and the tools can he/she actually use? What are students thinking and how did they arrive at their respective positions? Additionally, we are seeing a shift to looking at the student no only as an individual, but as an individual within the learning community. Other questions that we are now considering include: How is the learner supporting the community of learners and contributing to the overall growth of the group? "

I'm tempted to make one of those. Also seems like you could skip the mirror and flip w software pretty easily.