A slidedeck created for the ELESIG webinar on 9 May, 2013 hosted by Nottingham University (Slidedeck from my ELESIG webinar on learning theories for the digital age earlier today is here: http://t.co/f9k5CgndJa)...
Mind mapping is a method that works for quite a lot of people. Brain storming, idea mapping, thought generation, think tanks – call it what you will. Traditionally done on large pieces of paper, why not use your iPad to create mind maps? You could use these for your own purposes, or “convert” those large flip charts into a smaller, digital version.
Author David Price writes: "If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse.
In the following pages, Price describes three cases across the globe — in London, Sydney, San Diego — that have mapped a vision that answers the questions above. Here’s what they have in common:
- By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.
- By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.
- By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.
- By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.
- By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.
- By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.
- By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.
- By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.
This is a common concern of teachers who are new to project-based learning. Things can appear to be going smoothly -- students have been engaged by the project, they've been learning content and skills, they've been busy and meeting deadlines -- but their thinking is not as in-depth and their final products not as polished as they should be. If this is your experience, it's time to ask yourself some questions:
o artigo traz uma reflexao de como incentivar que as solucoes para problemas aprensentadas por criancas, sejam mais consistentes. Creio que nao é somente criancas, adultos tambem precisam de estimulam para mergulhar um pouco mais fundo e sair da superficie. Gostei das alternativas propostas.
Annual mandatory training is common in many organizations, but does not always scream excitement to employees. It’s that dreaded time of the year employees hope to get the checkmark for and revisit 12 months later.
Raquel Oliveira's insight:
Dicas que valem a pena praticar, especialmente nos cenarios de "treinamentos mandatorios", que não são recomendados, mas ainda existem por aí...
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