"Are you a forward-thinking educator interested in starting an innovative K-12 next generation learning program, initiative, or school…or moving your current program to the next level? If you are, you have probably been looking for that one-stop resource to help you start the planning and designing process. Well, look no further!"
Tens of thousands of spectators swarmed Ohio State University on Sunday afternoon to see President Barack Obama deliver his first commencement address of 2013 — exactly one year to the day he kicked off his re-election campaign with a rally...
The Theatre of the Oppressed describes theatrical forms that the Brazilian theatre practitionerAugusto Boal first elaborated in the 1960s, initially in Brazil and later in Europe. Boal was influenced by the work of the educator and theorist Paulo Freire. Boal's techniques use theatre as means of promoting social and political change. In the Theatre of the Oppressed, the audience becomes active, such that as "spect-actors" they explore, show, analyse and transform the reality in which they are living.
The Theatre of the Oppressed, a term coined by Augusto Boal, is a series of theatrical analyses and critiques developed in the 1950s. Boal is an avid supporter of utilizing interactive techniques, especially in the context of theatre. Many of his ideas are considered as "a new media perspective", despite the relatively early birth of these ideas. Since then, these ideas have been developed more, giving them meaning in a modern-day context. The creation of the Theatre of the Oppressed is largely based on the idea of dialogue and interaction between audience and performer. Moreover, these ideas have served as a framework for the development and evolution of stronger ideas.
Much of Augusto Boal’s theatrical process requires a neutral party to be at the centre of proceedings. This individual is usually called the Facilitator, although in Boal’s literature this role is referred to as the Joker, in reference to the neutrality of the Joker card in a deck of playing cards.
Chiwa - Mchinji, Malawi Shot over a period of 18 months, Italian photographer Gabriele Galimberti's project Toy Stories compiles photos of children from around the world with their prized possesions—their toys.
The vision of the ADL Initiative is to provide access to the highest quality learning and performance aiding that can be tailored to individual needs, and delivered cost effectively at the right time and at the right place.
John Slifko's insight:
Advanded distributed learning will be given coverage throughout 2013 here at the John Dewey curated site.
Experiential learning is the process of making meaning from direct experience, i.e., "learning from experience".
The experience can be staged or left open. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them".David A. Kolb helped to popularize the idea of experiential learning drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education.
"A few weeks ago I posted here a poster on iPad basics which many of you have downloaded to use with their students in the class. Today, I am sharing with you another great resource on iPad. This is not a graphic but a quick reference card on everything you and your students need to know about iPad. From the hardware to networking features , this little manual can serve as a leading guide to a better manipulation of your iPad. I am not sure how much iPading you are doing in your classroom but whether you use iPad just occasionally or you adopt it as a consistent learning and teaching tool, the reference card below will definitely give you a hand in improving your iPad use. I suggest that you share it with your students and go through it with them section by section and make sure they understand it before they start using their iPads again.
Experience & Education is a short book written in 1938 by John Dewey, a pre-eminent educational theorist of the 20th century. It provides a concise and powerful analysis of education. In this and his other writings on education, Dewey continually emphasizes experience, experiment, purposeful learning, freedom, and other concepts of progressive education. Dewey argues that the quality of an educational experience is critical and stresses the importance of the social and interactive processes of learning.
Dewey was critical of both traditional and progressive education; that is he saw challenges within both educational approaches because they lacked a carefully developed philosophy of experience. Dewey's progressive learning theory is based on the idea that people, even young people, are not just blank slates waiting to be filled with knowledge from kinder through college. Instead, Dewey suggested that students organize fact based comprehension through meta-cognition, or by building onto prior experiences, preconceptions, and knowledge and therefore, educator's role is in creating an educative experience.
Experience and Education opens by saying that humans organize thoughts and ideas as "either-ors" and argues that this is mirrored in educational philosophy, namely in what Dewey labels as traditional vs. progressive education. Dewey conceptualizes education as being focused on bodies of information and skills that are passed from one generation to another. Dewey does not pivot traditional vs. progressive education against each other, instead, he is critical of teaching methods that are "static" and not incorporating enough experiential learning, which he notes that young learners are more accustomed to. In addition, Dewey is critical of the old structure and its organization of educational philosophy.