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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!

"Nelson said often times students don't connect what they learn in school to what they do out of school. So he works with teachers during the previous semester to build a summer program reflective of what they learn in class. "When students come out to the park, they're referencing things they are doing in the classroom. Then when students go back to the classroom, they're referencing things they've done in the park," he said."

"Some may consider online learning to be the anti-classroom.  A rebellion against the chalkboard and the Blackboard in favor of virtual classrooms, avatars in sweater vests lecturing in a Charlie Brown monotone…  I simply look at it as a different kind of team approach to learning.  More opportunities for inputs.  If anything, it makes the scholarship more rigorous.  As both teachers and students, it is becoming increasingly difficult to hide behind airs of academia when the scholarship can be researched, published, evaluated and revised in a nano-second.  It makes educational leadership even more important when the skills necessary to synthesize information both in person and on line are changing, and changing quickly."

"In case you can't tell, I'm incredibly proud of all of my students.  They were permitted to choose their own subjects and conduct their own research, and they really enjoyed writing for a wider public beyond their professor. "

Nice acknowledgement of the hurdles with teaching 'student centered, project-based investigations'. 'Rowdy' classrooms and undefined teaching rubrics are just a few.

Tagged for awareness of this product for possible classroom interaction

The following pages give you suggestions for when and how to use music during your teaching or training. With these techniques, you, the teacher, can orchestrate a classroom environment that is rich and resonant-- and provide learners with a symphony of learning opportunities and a sound education!

K-12 focused but the concept is something that should be replicated in higher ed.

"How do I balance my desire to integrate student-centered learning practices with my almost pathological need to have every last bit of the course planned out and thought through? Most of my pedagogy research has suggested that we as faculty should be looking for ways to give students a real sense of ownership in the classroom. One of our goals should be to create an atmosphere that leaves space for students take an active role in their own learning. How, then, do we design a course before even meeting our students? Isn't there a danger in showing up to the first day of class with a syllabus that shows the whole course planned out? By doing so, aren't we clearly communicating to the students that the instructor is in charge, that if you know what's good for you, you'll follow these rules?"

""In sum, plaintiffs were deceived into spending tens of thousands on tuition alone for a program that functionally required them to teach themselves the material," the complaint reads. "They paid more than their peers who completed the same degree in a classroom, and yet received far less.""

"What do students most want from an online class? Connections. They want to develop relationships with the instructor, classmates, and the material. They want online learning to translate seamlessly from their computer to the lecture hall. In other words, to make it feel "real, like you are in the classroom." That's what instructors want, too"

"The Science of Online Discussions Our working knowledge regarding distance education suggests that productive discussions are essential to learning in an asynchronous online environment. Online discussions effectively take the place of face-to-face classroom discussion. It has even been suggested that, if well facilitated, online discussions may allow for more in-depth and thoughtful learning than is possible in a face-to-face setting (Hawkes, 2006). Gao, Wang, and Sun (2009) contend that in a productive online discussion, it is essential for participants to embrace the following four dispositions:"

"The site provides science students and educators, at levels from kindergarten to college, with a free online space to create, collaborate and share their own digital drawings, Wang says. It initially was inspired by Frankel's Picturing to Learn project, where MIT and Harvard undergraduates majoring in science created drawings to explain scientific phenomena to high school students, according to Wang. Excited about the potential for drawing as a tool for students and science enthusiasts in and out of the classroom, Wang saw an opportunity in that space to infuse new energy and greater creativity into science education, he said."