“I know we have come along way but tell me, where do the children play”. (Cat Stevens)
I am starting to feel like a two year old wanting to throw the “world’s biggest tantrum” and leave no ear on the planet unmoved.
We build, we dig, we mine, we blast, we spray, we pave, we earth, we paint, we detonate, we implode, we fight wars and it just goes on and on. Continue reading
So, up until now mind mapping was a foreign term for me. I had heard it mentioned a couple of times over the years but never experimented with it as a learning and teaching tool. It was a concept developed by an educationalist and author called Tony Buzan.
An exploration of several learning spaces of the now and the 21st century, and how they transform our understanding of student learning, curriculum and teacher pedagogy.
Learning in the 21st century is “two faced” One face of hope, international collaboration and experiences which will benefit human kind especially in terms of education and medicine. But the other face of 21st century learning is the drastic effect of mining and refining the earth resources so as to make technology accessible, faster, more adaptable and wide-spread. Continue reading
What is a webquest.?
“Good teaching with the web” – Bernie Dodge (the man responsible for them)
Primarily, they are made up of 6 components:
My web quest task: Design a 21st Century Classroom Learning Space
So, it appears there are more skills I didn’t know I didn’t have. I can now create a slideshow out of my favourite photos.
My task, to look at my learning spaces…not so easy when it is about 1m square in size for most parts of my learning. I know there are “greater” learning experiences in the environment but at the moment, this is it for me. Continue reading
Essentially, we have no right to stop students from self directing their learning at some point in their schooling timeline.
Literacy, Languages and Leadership
Last week I had the privilege of attending the Collaborating for Learning Conference (May 15 & 16, 2013) at the University of Calgary.
The keynote speaker, Dr. Gary Poole, from the University of British Columbia, gave a talk on a self-directed learning program at UBC.
Dr. Poole highlighted three key elements of self-directed learning that differentiate it from traditional learning:
The learner identifies the goals of their project and their learning process.
The learner designs the means for attaining those goals.
The learner defines the criteria to determine if the goals were met.
In order for learning to be truly self-directed, teachers and advisors must surrender the need to control the learning process, program design and even the assessment. Faculty and program coordinators become guides, helping students find their way if they get lost, helping them to cultivate self-managment and self-monitoring skills and — at all costs — resisting…
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