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robertogreco + pedagogy   378

Det Kongelige Danske Kunstakademie Billedkunstskolerne
"The School of Walls & Space investigates contemporary notions of space, its production, privatization & the role of the artist as a critical and political agent within it, & uses both traditional & more experimental pedagogical methods.

The School is a multi-layered micro-institution that encourages the development of an inter-disciplinary research-based practice. It balances individual mentoring w/ collective group activities. The school uses traditional pedagogical methods: group & one-to-one crits, seminars and talks, in conjunction w/ the exploration of more experimental collaborative teaching models which the School researches and develops collectively as a group. These include brain storming techniques, games, charettes, group activities, actions & happenings. It also explores historical practices, such as psychogeography & the derive, & the experimental teaching methods of Paolo Freire, Roy Ascott, Paul Goodman, & Colin Ward…"

[See also: http://wallsandspace.wordpress.com/ ]
copenhagen  theschoolofwallsandspace  2837university  lcproject  derive  collaborativeteaching  collaborative  charettes  arteducation  situationist  psychogeography  paulofreire  colinward  paulgoodman  royascott  nilsnorman  permaculture  denmark  art  space  education  place  pedagogy  from delicious
7 weeks ago by robertogreco
REV-
"REV- is a non-profit organization that furthers socially-engaged art, design, and pedagogy. REV- produces projects that fuse disciplines, foster diversity, and vary in form (workshops, publications, exhibitions, design objects, etc.). Engaged with different communities and groups, REV-‘s projects involve collaborative production, resource-sharing, and a commitment to the process as political gesture. The organization derives its name from both the colloquial expression “to rev” a vehicle and the prefix “rev-“ which means to turn—as in, revolver, revolution, revolt, revere, irreverent, etc."
nonprofit  sociallyengaged  design  openstudioproject  resourcesharing  lcproject  collaborativeproduction  interdisciplinary  collective  projects  politics  community  nyc  pedagogy  activism  art  from delicious
february 2012 by robertogreco
Why Good Classes Fail [Digital Ethnography blog]
"So rather than focusing on emulating particular techniques and methods, we should be doing everything we can to embrace, inspire, and use our own empathy in order to better understand and relate to our students. It is only from this space that we can effectively generate and use the appropriate techniques and methods for any particular task. In this way, there is no “recipe,” “secret sauce,” or “silver bullet” for teaching effectively that can be used by anybody, anytime, anywhere. Instead, I’m proposing a “generative” method, one in which we “generate” the appropriate method that takes into consideration the broadest range of factors that we can manage to accommodate."
howweteach  howwelearn  method  carlrogers  2012  listening  interestedness  disinterest  disconnection  disengagement  engagement  gardnercampbell  pedagogy  students  connection  reproductiion  scalability  personality  approach  silverbullets  de-scripting  unschooling  highereducation  education  learning  teaching  empathy  michealwesch 
february 2012 by robertogreco
Published: The Old Revolution
"…perhaps most importantly, [this revolution] is driven by what one might call a “rethinking the basics” movement, in which educators everywhere cannot help but see a disconnect between their traditional modes of teaching and the world in which we all now live.

As Dewey noted, the goal is not to counter traditional education and its strict organization with its perceived opposite (disorganization)—but instead to create what Web designers today might call an “architecture for participation.” The learning environments we need may be more fluid, adaptable, collaborative, and participatory, but they are not unstructured and unorganized. As Maurice Friedman noted while explaining Martin Buber’s educational philosophy, “The opposite of compulsion is not freedom but communion…” (1955). [Martin Buber: The Life of Dialogue, by Maurice S. Friedman, 1955]"
culturewars  learning  history  teachingasaconservingactivity  backtobasics  traditionalism  pedagogy  teaching  teachingasasubversiveactivity  charlesweingartner  jonathankozol  jeromebruner  paulofreire  neilpostman  gamechanging  jaymathews  johndewey  progressive  education  change  michaelwesch  2011 
february 2012 by robertogreco
How our class works
"Last semester some students joined me for an interview with Lynda Weinman of Lynda.com to discuss how our class works. You can see the full webinar here: http://nmc.adobeconnect.com/p21022812/ "
highereducation  highered  learning  pedagogy  teaching  towatch  interviews  webinar  2011  michaelwesch  lynda.com  lyndaweinman  from delicious
february 2012 by robertogreco
How One Kitchen Table in Brooklyn Became a School for Coders - Steven Heller - Technology - The Atlantic
""We modeled it after our ideal teaching environment," Pitaru says about the genesis, "which means we only take as many students as can fit around our kitchen table (a maximum of five, because the small number is ideal for group-thinking). The seating arrangement is important, as we all get to talk and look at each other rather than face a big projection on a wall."…

Participants are FIFO or first-come-first-serve. As for instructors "We love having guest instructors mainly because it allows us to become students and learn something new," Pitaru says…

Pitaru was recently contacted by someone who wants to open a Kitchen-Table-Coders in London. "Trademarking doesn't worry me," he says. "I'll be flattered if due to our efforts, more kitchen tables are used for learning code, and happy to help anyone who wishes to do so.""
hacking  iphone  processing  workshops  stevenheller  davidnolen  amitpitaru  kitchentablecoders  deschooling  unschooling  discussion  conversation  groupsize  tcsnmy  pedagogy  teaching  development  roundtable  learning  coding  slow  humanscale  small  brooklyn  nyc  education  lcproject  from delicious
february 2012 by robertogreco
Personalization vs Differentiation vs Individualization | Barbara Bray - Rethinking Learning
"After writing the post “Personalization is NOT Differentiating Instruction,” I received some very interesting feedback and more hits than any other of my posts. I think I hit a nerve.

So Kathleen McClaskey and I did some research on what personalization is and the differences between differentiation and individualization. We found very little information on the differences. And what we did find, we disagreed with many of the points. That lead us to create this chart:"
teaching  kathleenmcclaskey  barbarabray  2012  learning  differentiation  personalization  individualization  pedagogy  theory  education 
february 2012 by robertogreco
The Four Pillars of Education
"Learning to know

Learning to do

Learning to live together

Learning to be

The Four Pillars of Education, described in Chapter 4 of Learning: The Treasure Within, are the basis of the whole report. These four pillars of knowledge cannot be anchored solely in one phase in a person's life or in a single place. There is a need to re-think when in people's lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environment all through their lives.
Click on each pillar for more information."
deschooling  unschooling  why  life  being  coexistence  doing  knowing  thinking  teaching  curriculum  tcsnmy  lcproject  pedagogy  unesco  education  learning  from delicious
february 2012 by robertogreco
Teachable Moment -
A good citizen questions, informs himself or herself, thinks issues through, reaches conclusions, and participates in public life. A good teacher helps students to understand that controversy is the lifeblood of democracy, to learn how to inquire into past and current controversial issues that are meaningful to them, and to participate in public life.

Some operating principles for teaching controversial issues in secondary schools:

1. Examine yourself… 2. Create a safe environment… 3. Find out what students know and think about an issue before beginning an inquiry… 4. Examine questions… 5. Have students experience multiple perspectives and the complexity of public issues… 6. Promote dialogue… 7. Be responsive to students' feelings and values… 8. Encourage both independent and collaborative work… 9. Provide opportunities for students to act on their conclusions…"

[via: http://speedchange.blogspot.com/2012/01/changing-gears-2012-learning-to-be.html ]
deschooling  unschooling  history  socialstudies  controversial  controversy  literacy  democracy  lcproject  tcsnmy  pedagogy  education  learning  teaching  alanshapiro  from delicious
january 2012 by robertogreco
Shikshantar - The Peoples' Institute for Rethinking Education and Development
"The ‘Resisting the Culture of Schooling Series’ is dedicated to highlighting various ways in which people are creatively struggling against dehumanizing and exploitative Education and Development/Globalization. It will feature essays, stories, poems, dramas, art, music, etc. in a number of languages (Mewari, Hindi, English). To learn more about or to contribute to the series, please contact us."
india  unlearning  via:steelemaley  learning  schooling  society  shikshantar  deschooling  unschooling  education  pedagogy  from delicious
january 2012 by robertogreco
Radical alternatives? Surely we can do better? « The Third University
"2. …Mimicking what we are railing against is comfortable but changes little. It simply gives us a new, safe space in which to rail and exclude.

3. The process of consensus is disabling where it is shackled to a perceived need to be productive or by self-imposed time constraints or by the fear of being bogged down in long discussions, and by the desperate, unquestioned desire to act now. However, we’ve seen the allegedly direct democratic process of consensus used in time-limited ways to marginalise or simply give voice to those more experienced in the process. In this way it is no different to standard institutionalised forms of governance. But what is worse is the subtext that it is more open and transparent, and that somehow at every point we don’t have to out power relationships. The network, for all our trite statements about newness, is neither new nor power free. It is just as hateful and disabling, or just as counter-hegemonic and different."
technology  principles  answers  commodities  gandhi  vinaygupta  alternativeeducation  radical  criticalpedagogy  permaculture  place  employability  pedagogy  anarchy  anarchism  education  deschooling  unschooling  lcproject  hypocrisy  organizations  capitalism  process  consensus  democracy  change  2011  thirduniversity  hierarchy  control  power  from delicious
december 2011 by robertogreco
Between the By-Road and the Main Road: Curriculum as Complicated Conversation
"This is why curriculum is a complicated conversation, not a rote recitation of someone else's words. Curriculum gets made, not transported. To occasion such excellence requires expertise and planning. The plans learners make need to be thoughtful expressions of intention, not actuality."
conversation  learning  education  maryannreilly  2011  curriculumisdead  teaching  pedagogy  emergentcurriculum  unschooling  deschooling  williampinar  purpose 
november 2011 by robertogreco
Geography Department, Cambridge » The gender gap in education
"…many of the issues associated w/ 'under-achievement' are related to tensions btwn the culture of the school & images of masculinity held in the local community & wider society…

…commitment to process as well as outcome…Closely allied to this was an emphasis on relationships…The importance of time to establish trust and productive working relationships was crucial to the success of the project. Finally was the emphasis on the pupils themselves, which involved not just listening to them but engaging with them, being interested in them and helping to ensure that their perspectives were valued and taken into consideration in the schools' own evaluations of project initiatives."
via:lukeneff  teaching  education  society  gender  process  lcproject  relationships  culture  pedagogy  boys  masculinity  interested  engagement  trust  gendergap  learning  tcsnmy  schools  schooling 
october 2011 by robertogreco
Critical Explorers » Objectively Speaking
"Conventional wisdom holds that effective teachers write the objective of each lesson on the board before class so that the students are aware of what the teacher intends them to accomplish. This premise seems like common sense, yet if we view it through the lens of critical exploration, we can see several ways it is flawed.

First, communicating objectives to students sends a strong message about who is driving the learning…

Second, communicating objectives to students gives away the ending before the uncovering even begins…

Third, communicating objectives to students discourages students and teachers from pursuing potentially constructive lines of inquiry that appear tangential to the objectives…"
objectives  pedagogy  hierarchy  teaching  learning  tcsnmy  unschooling  deschooling  control  2011  inquiry  inquiry-basedlearning  constructivism  from delicious
october 2011 by robertogreco
Blog - HappySteve
"This is the first in a series of posts tracking a radical new school structure I am pioneering with my colleague Ms Talar Khatchoyan in Years 9 and 10. It's a pilot program that could become universal.

We're calling it the GAT Class, for reasons I shall explain one day.

The premise: No program. No tests. No teacher talk. No outcomes. No bureaucracy.

The students will show up on day 1, and will begin to define their own learning pathway as they find clarity regarding where they want to go.

We're starting with a modest number of students, with an entire spectrum of academic track records. In fact, during the pilot, the students themselves will help equip the structures around the course."
via:steelemaley  unschooling  deschooling  tcsnmy  lcproject  self-directedlearning  teaching  pedagogy  2011  australia  learning  from delicious
october 2011 by robertogreco
Harvard Education Letter: Teaching Students to Ask Their Own Questions
"One small change can yield big results"
questions  questioning  teaching  education  pedagogy  criticalthinking  inquiry  learning  curiosity  tcsnmy  inquiry-basedlearning  from delicious
october 2011 by robertogreco
Occupy your classroom « Cooperative Catalyst
"If you would occupy your statehouse to keep your job, pay, and benefits, please also consider occupying your classroom.

Give your students at least a day a week to follow their passions.
Get rid of your furniture. Help kids borrow, bring, or build their own.
Get rid of your textbooks. Or redact them.
Ask kids to make sense of the world as it happens across media and technologies.
Build communities instead of reinforcing expectations.

It will be very scary, but not as scary as what others face. It will be very uncomfortable, but not as uncomfortable as remaining silent. It will cost us some, but without making some sacrifice we shouldn’t expect or ask our students to save us or our world."
chadsansing  education  occupywallstreet  pedagogy  unschooling  deschooling  community  media  technology  activism  textbooks  schooldesign  lcproject  learning  furniture  google20%  unstructuredtime  from delicious
october 2011 by robertogreco
How would classrooms be different if teachers came to class not with a lesson plan, but with a concept? « Re-educate Seattle
"So here’s a question: how would classrooms be different if teachers came to class not with a lesson plan, but with a concept? The class could take that concept in new and unpredictable directions based on the dynamic interaction between teacher and students. Doesn’t that sound like fun?"
curriculumisdead  teaching  pedagogy  unschooling  deschooling  education  learning  schools  tcsnmy  howwework  cv  stevemiranda  2011  from delicious
october 2011 by robertogreco
Talking the Tech Walk: Teaching, Changing, Doing - by Shirley
"The following poem, written by Lee Crockett, Ian Jukes and Andrew Churches and found on Tony Gurr's All Things Learning blog has given me more food for thought…

What is a Teacher?
A guide, not a guard.
What is learning?
A journey, not a destination.
What is discovery?
Questioning the answers, not answering the questions.
What is the process?
Discovering ideas, not covering content.
What is the goal?
Open minds, not closed issues.
What is the test?
Being and becoming, not remembering and reviewing.
What is learning?
Not just doing things differently, but doing different things.
What is teaching?
Not showing them what to learn, but showing them how to learn
What is school?
Whatever we choose to make it."
teaching  education  pedagogy  learning  schools  tcsnmy  inquiry  discovery  questioning  process  from delicious
october 2011 by robertogreco
SpeEdChange: If school isn't for collaborating, why does anyone come?
"So here is what your classroom, and your school, needs to offer kids:

1. A learning environment in which students make most decisions. Where will I work? What devices will I use? How will I use my time? How will I get help? How will I work with others? How will I be comfortable?…

2. A time environment in which students learn and work along a schedule which makes sense to them…

3. A technological environment which supports collaboration across every barrier…

4. A social environment where adults do not rank students according to their oppressive standards."
collaboration  irasocol  pedagogy  learning  schools  unschooling  deschooling  education  grades  grading  technology  lcproject  tcsnmy  environment  time  schedules  structure  rankings  schooldesign  2011  choice  self-directedlearning  student-led  from delicious
october 2011 by robertogreco
Social Media's Slow Slog Into the Ivory Towers of Academia - Josh Sternberg - Technology - The Atlantic
"Underpinning a disdain for social media in higher education is the assumption that incoming students have an inherent aptitude for new technologies"<br />
<br />
"If you took a soldier from a thousand years ago and put them on a battlefield, they'd be dead," Howard Rheingold, a professor teaching virtual community and social media at Stanford University, told me one morning via Skype. "If you took a doctor from a thousand years ago and put them in a modern surgical theater, they would have no idea what to do. Take a professor from a thousand years ago and put them in a modern classroom, they would know where to stand and what to do."
education  learning  technology  teaching  socialmedia  howardrheingold  digitalnatives  2011  change  pedagogy  generations  stasis  from delicious
september 2011 by robertogreco
The Schools We Need | Erik Reece | Orion Magazine
"Empathy, what Jane Addams called emotion, has largely disappeared from American public life. Our politics and punditry are too divisive, the gap between rich and poor too wide, the messages from the media too preoccupied with what William James called “the bitch-goddess SUCCESS.” We think of public life as a playing field of winners and losers, when we should be thinking about it, to borrow from Dewey, as a single organism made up of thousands of single but interconnected cells—a whole that needs all of its parts, working cooperatively. In other words, we should be thinking about how our educational institutions can be geared less toward competitiveness and more toward turning out graduates who feel a responsibility toward their places and their peers."
education  economics  environment  pedagogy  democracy  williamjames  thomasjefferson  deborahmeier  johntaylorgatto  janeaddams  empathy  activism  engagement  citizenship  place  sensemaking  belonging  ownership  humanity  humanism  policy  unschooling  deschooling  relevance  2011  from delicious
september 2011 by robertogreco
Brightworks: A School that Rethinks School | MindShift
"At Brightworks, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.<br />
<br />
Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they’ll share with the school, the community, and – via the Brightworks website – the world…<br />
<br />
<br />
…curriculum with three phases: 1) exploration, 2) expression, & 3) exposition.<br />
…year’s theme is “wind” for instance…<br />
Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. “We don’t scale well at all,” says Welch."
lcproject  scale  gevertulley  2011  brightworks  schools  schooldesign  inquiry-basedlearning  projectbasedlearning  passion-based  exploration  student-centered  unschooling  deschooling  grades  grading  thematicunites  tcsnmy  teaching  learning  constructivism  pedagogy  sanfrancisco  making  doing  tinkering  tinkeringschool  curiosity  curriculum  creativity  from delicious
august 2011 by robertogreco
Customized Learning - The Slideshow | Education Rethink
Great set of slides from John T Spencer. Notes are forthcoming, but the slides should speak for themselves. These were for his Reform Symposium presentation in 2011. (I missed it, so I'm glad it put them online.)
johnspencer  teaching  learning  tcsnmy  differentiatedlearning  customization  self-directedlearning  student-centered  studentdirected  pedagogy  unschooling  deschooling  standards  mastery  presentations  classideas  networking  hierarchy  freedom  autonomy  projectbasedlearning  science  socialstudies  reading  writing  flexibility  choice  dialogue  relationships  conversation  assessment  metaphor  ownership  empowerment  fear  from delicious
july 2011 by robertogreco
TeachPaperless: I Am Not A Great Teacher [This rings so true. Shelly is me with hair!?]
"I am not a great teacher. Many of my former students would probably agree. I'm at times flaky. And I can certainly be absent minded. I tend to ask students to do too much work all at once, probably because that's the way I do things.

I'm a terrible test-prepper. When I do give lectures, I tend to go on tangents. Sometimes I mix up names, dates, events; this happens at family BBQs, too. [Many more examples follow.]…

I am far more interested in being a conduit for ideas. A conduit for conversation. A conduit for debate. For real learning. Connecting. Rethinking. Reframing debates. Debates and discussions. The stuff of humanity…

But I'm willing to not know.

I take a lot of solace in the example of Socrates. Not because I think I'm like Socrates, but because I think deep down Socrates is a lot like all of us. Socrates was a guy who both boastfully and intimately explained that in the end, he really didn't know anything.

And that was enough to change everything."
education  teaching  learning  socrates  shellyblake-pock  cv  howwework  howwelearn  inquiry-basedlearning  conversation  relationships  human  humanism  vulnerability  uncertainty  notknowing  collaboration  professionaldevelopment  pd  honesty  openness  pedagogy  humility  improvisation  preparation  from delicious
july 2011 by robertogreco
Amazon.com: Multiliteracies: Literacy Learning and the Design of Social Futures (9780415214216): Bill Cope, Mary Kalantzis: Books
"Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important.<br />
<br />
This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as:<br />
<br />
• the fundamental premises of literacy pedagogy<br />
• the effects of technological change<br />
• multilingualism and cultual diversity<br />
• social futures and their implications on language teaching.<br />
<br />
The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world."
multiliteracies  via:anterobot  billcope  marykalantzis  teaching  pedagogy  english  language  languagearts  books  toread  newlondongroup  literacy  culturaldiverisity  diversity  multilingualism  socialfutures  1999  from delicious
july 2011 by robertogreco
Views: Stop Chasing High-Tech Cheaters - Inside Higher Ed
"It has long been academe's dirty little secret that bad instructors and bad assignments create cheating. If knowledge of a meaningless list of facts is being assessed, if spelling is being measured, if memorization of equations is the goal of a course, students can and will cheat. Perhaps they should cheat…<br />
<br />
"If they'd spend as much time studying" as they do cheating, a University of Nevada at Las Vegas dean says in the Times article, "they'd all be A students." The question for the dean is, what would they have an "A" in? Rewriting Wikipedia to please a professor? Spelling? Regurgitating information that any competent search engine user could find in thirty seconds? Perhaps the skills the "cheaters" are learning are the far more valuable ones. These skills will carry them forward in ways memorization of spelling, quadratic formulas, scientific terms and historical dates simply will not."
irasocol  cheating  education  highereducation  highered  plagiarism  technology  teaching  information  learning  unschooling  deschooling  pedagogy  2006  from delicious
july 2011 by robertogreco
Teachable Moment - "The Plagiarism Perplex", by Alan Shapiro ["First, we need to abandon the mania, imposed on students, for collecting and displaying within pretty covers what Alfred North Whitehead dismissed as "inert ideas.""]
"Second, we need to teach inquiry. [defined]…

Let's assume you have engaged students in worthwhile class work and it is time for them to involve themselves in an inquiry related to it and of interest to them. Forget about "research," forget about "the term paper,î abandon the often calcified list of "subjects." Here is a proposed series of steps and assignments for the process.

1. Explain to the class the purposes of the coming inquiry: [outlined]…

2. Engage the class in a close examination of a sampling of student questions. Consider such questions as: [listed]…

3. Meet with each student to discuss and ultimately to approve his or her question and to consider how the question will be answered. [described]…

4. Examine and approve each student's list and possibly discuss further with each student. [described]…

5. Examine each student's outline or draft and written response and possibly discuss further with students. [described]…"
alanshapiro  inquiry  research  plagiarism  via:irasocol  education  teaching  pedagogy  inquiry-basedlearning  howto  cheating  meaning  projectbasedlearning  tcsnmy  questioning  questions  alfrednorthwhitehead  from delicious
july 2011 by robertogreco
The Wrath Against Khan: Why Some Educators Are Questioning Khan Academy | Hack Education [Contains links to other critiques of Khan Academy]
[Necessary response to the Clive Thompson article: http://www.wired.com/magazine/2011/07/ff_khan/all/1 ]

"Khan Academy has stirred up a lot of passion—both positive & negative—in part because it’s at the center of so many major trends: the “gamification of everything”; the potential for widespread distribution of educational materials online; YouTube-created stars bypassing the sanctioning of older institutions (Rebecca Black, Justin Bieber, Salman Khan); an anti-teacher climate (Waiting for Superman, Wisconsin, etc); a reliance on standardized testing to gauge students’ learning; & various education reform movements.

Some of these reformers do see Khan Academy as “revolutionizing” education, while others, including lots of educators, contend that Khan Academy is actually far from that. As the title of Clive Thompson’s Wired article observes correctly: the rules of education are changing. But is Khan Academy the cause? Or the symptom?"

[via: http://www.downes.ca/post/55925 ]
education  teaching  pedagogy  salkhan  khanacademy  billgates  gamification  learning  constructivism  clivethompson  reform  2011  garystager  sylviamartinez  audreywatters  from delicious
july 2011 by robertogreco
In The Center of My Classroom | The Line
"At the center of my classroom<br />
sits a question.<br />
I have learned<br />
that if I do<br />
everything<br />
in my power<br />
to invite, protect, and nourish<br />
the question,<br />
then I am teaching well.<br />
<br />
~~~<br />
<br />
The question<br />
belongs to the kids.<br />
They bring plenty, after all:<br />
in their pockets,<br />
in the upturned soft cotton bowls<br />
of their caps.<br />
Sometimes they loudly announce<br />
their possession of the question.<br />
Other questions<br />
are hidden in the corner of their pencil cases,<br />
or buried deep in purses<br />
under lipsticks and cell phones,<br />
and we have to<br />
dig<br />
for them<br />
together."<br />
<br />
[continues]
education  teaching  questions  questioning  inquiry  inquiry-basedlearning  pedagogy  via:rushtheiceberg  learning  from delicious
july 2011 by robertogreco
Jon Kolko » Interaction design and design synthesis. ["The Conflicting Rhetoric of Design Education"]
"We must train generalists. We must train specialists…<br />
Skills of craft, building, and beauty are more important than theory or systems thinking. Theory and systems thinking are more important than craft, building, and beauty…<br />
<br />
We must focus more on ethnography, anthropology, and the social sciences. We must focus more on science, cognitive psychology, math, and engineering…<br />
<br />
It's clear that a change is needed in design education, and it's equally clear that the discourse of this change must advance beyond simply calling well-intentioned designers to action…"
jonkolko  education  design  designeducation  nuance  paradox  generalists  specialization  specialists  craft  making  doing  building  iteration  theory  systems  systemsthinking  well-rounded  balance  lcproject  pedagogy  teaching  learning  from delicious
july 2011 by robertogreco
The Seven Spaces of Technology in School Environments on Vimeo
"Matt Locke originally came up with the concept of the Six Spaces of technology (http://test.org.uk/​2007/​08/​10/​six-spaces-of-social-media/ ​). I added a seventh earlier this year, Data Spaces, and have played around with how education could harness these spaces, and the various transgressions between them, for learning.

This short presentation tackles the potential of adjusting our physical school environments to harness technology even better. What happens when we map technological spaces to physical ones?

You can see more of the detail behind these thoughts over on the blog:

http://edu.blogs.com/​edublogs/​2010/​10/​-cefpi-clicks-bricks-when-digital-learning-and-space-met.html "

[via: http://twitter.com/irasocol/status/86712955856629760 See also: http://www.notosh.com/2011/01/consultancy-new-schools/ via http://twitter.com/ewanmcintosh/status/86721281147404288 ]
ewanmcintosh  2010  classroom  classroomdesign  gevertulley  tinkering  tinkeringschool  teaching  pedagogy  adaptability  digital  physical  learning  unschooling  deschooling  fidgeting  privatespaces  groupspaces  dataspaces  technology  fujikindergarten  mattlocke  blogging  flickr  blogs  watchingspaces  participatory  participationspaces  thirdteacher  performingspaces  space  publishing  twitter  stephenheppell  design  place  lcproject  classideas  tcsnmy  reggioemilia  from delicious
july 2011 by robertogreco
Implementing Harkness - Jodi's school docs
"Day One - An introduction to a new discussion method<br />
Day Two - How you read and write is just as important as how you speak and listen<br />
Day Three - Preparing a more formal demonstration discussion<br />
Brief interlude - Meet my classroom<br />
Day Four - Introducing discussion tracking"
via:lukeneff  discussion  education  teaching  pedagogy  debriefing  reflection  writing  english  reading  classideas  huma8  conversation  facilitating  tcsnmy  harkness  seminar  seminarmethod  harknesstable  jodirice  2007  from delicious
july 2011 by robertogreco
A History Teacher » ISTE Truths
"I’d like to propose an set of Educational Technology / ISTE Truths. We need to start with the big one:<br />
<br />
• First & foremost, the current classroom model was devised for an industrial society in the 1890s. We are different now, we must teach & provide learning opportunities differently.<br />
<br />
Here are some others.<br />
• Our brains aren’t made to function in a classroom<br />
• Classrooms need to be student-centered<br />
• Hands on projects that allow students to do stuff to gain real understanding<br />
• Projects should be authentic, not just to get a grade<br />
• Teachers need to facilitate, guide, & partner up with students<br />
• Students need to collaborate with their classmates & with people in other places<br />
• So called “21st Century Skills” or the new literacies are just as important as content<br />
• Mobile Devices are the future, stop telling the students to put them away<br />
• Bring Your Own Device programs are the future, IT people – stop freaking out (a recent addition)"
education  pedagogy  iste2011  tcsnmy  mobile  phones  bringyourowndevice  lcproject  teaching  learning  unschooling  deschooling  projectbasedlearning  itc  edtech  collaboration  authenticity  2011  schooliness  from delicious
july 2011 by robertogreco
Don’t show, don’t tell? - MIT News Office
"Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration."
education  learning  teaching  psychology  pedagogy  instruction  inquiry  inquiry-basedlearning  play  cognition  cognitivesciences  children  humility  patience  howwelearn  howweteach  tcsnmy  toshare  lcproject  unschooling  deschooling  schools  schooliness  2011  mit  from delicious
july 2011 by robertogreco
SLA, 3i, Finding Common Ground and Looking Backward to Go Forward. - Practical Theory
Too much to quote, both in the post and in the comments. Update: Already bookmarked this back in February with a different URL, but leaving this here because it's so good.
education  pedagogy  inquiry  irasocol  chrislehmann  sla  neilpostman  alanshapiro  democraticschools  democracy  alternativeeducation  learning  unschooling  deschooling  student-centered  students  3iprogram  charlesweingartner  newrochellehighschool  newrochelle  tcsnmy  lcproject  educon  inquiry-basedlearning  teaching  cv  life  burnout  humanism  scalability  replicability  progressive  howwelearn  howwework  structure  individualism  communitarianism  community  from delicious
june 2011 by robertogreco
Situated learning - Wikipedia
"Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a Community of practice. At its simplest, situated learning is learning that takes place in the same context in which it is applied. Lave and Wenger (1991)[1] argue that learning should not be viewed as simply the transmission of abstract and decontextualised knowledge from one individual to another, but a social process whereby knowledge is co-constructed; they suggest that such learning is situated in a specific context and embedded within a particular social and physical environment."

[Also includes a section on "Situated Learning and Social Media"]
education  learning  teaching  unschooling  deschooling  lcproject  tcsnmy  situationist  situatedlearning  jeanlave  etiennewenger  pedagogy  socialmedia  lifelonglearning  cooperative  apprenticeships  fieldtrips  cooking  gardening  interaction  experientiallearning  cognition  edtech 
june 2011 by robertogreco
Yaacov Hecht - Wikipedia
"Yaacov Hecht born 1958 in Hadera…Israeli educator & worldwide pioneer of democratic education.<br />
<br />
As a dyslexic youth, Hecht encountered many challenges in the public education system which led him to develop his strengths through sports & youth leadership. During his university studies, & following several years of experience in youth movements & visit to Summerhill School, Hecht created core group which in 1987 founded the Democratic School of Hadera…first alternative school in the world named a “Democratic School”…served as its principal for the first ten years…<br />
<br />
Today the Institute for Democratic Education (IDE) also operates the Incubator for Entrepreneurship in Democratic Education, coordinates the regional program: “The City as a Democratic Learning System” in more than 20 residential areas; heads the Academic Department of Democratic Education at Hakibbutzim College in Tel Aviv, and supports the establishment of institutes for democratic education in several countries…"
yaacovhech  democraticschools  democraticeducation  learning  unschooling  deschooling  israel  ide  lcproject  tcsnmy  pedagogy  teaching  dyslexia  from delicious
june 2011 by robertogreco
Amazon.com: Quest to Learn: Developing the School for Digital Kids (The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning) (9780262515658): Katie Salen, Robert Torres, Loretta Wolozin, Rebecca Rufo-Tepper, Arana Shapiro
"The design for Quest to Learn, an innovative school in New York City that offers a "game-like" approach to learning."
quest2learn  education  schools  schooldesign  learning  teaching  pedagogy  gaming  gamebasedlearning  games  nyc  books  katiesalen  from delicious
june 2011 by robertogreco
you blog
"you blog holds my latest finds and thoughts. not intended for normal edu-blogger consumption or modeling...<br />
look directly below to lab connections for our collection of more orderly thinking... if you are so inclined..."
education  monikahardy  unschooling  deschooling  learning  lcproject  tcsnmy  blogs  schools  teaching  pedagogy  from delicious
june 2011 by robertogreco
Redefining School, Success | DMLcentral
"We’re a district InnovationLab in Loveland, Colorado, where students have crafted, and just completed year one, of a four-year plan of disruption to redefine school. Based on findings that learning at its best is voluntary, per passion/choice, and self-directed, we are working towards community as school.<br />
<br />
After our experience this past year, we are thinking: …"<br />
<br />
[See also: http://www.slideshare.net/monk51295/city-as-floorplan AND http://labconnections.blogspot.com/p/what-is-detox.html AND http://labconnections.blogspot.com/ ]
monikahardy  education  learning  unschooling  deschooling  tcsnmy  lcproject  change  gamechanging  connectedlearning  trust  teaching  schools  pedagogy  detox  mindset  community  communitycenters  success  democracy  democratic  democraticschools  empowerment  toshare  from delicious
june 2011 by robertogreco
Liberate Knowledge
"Liberating knowledge. Knowledge is currently used as both a commodity and a weapon. It is bought and sold in universities, by corporations, and more – while kept in the hands of a private few to advance their own interests, rather than for the public good. Knowledge is also wielded by institutions, corporations, and governments to advance the prevailing order of dominant and subordinate classes; of a oppressed majority and ruling few. But knowledge, once freed and shared equitably, can forever change the way individuals and groups interact and impact their communities and planet."<br />
<br />
"Democratizing education. In order to democratize our economy, and thus our society, we must democratize our forms education, teaching, and learning."<br />
<br />
"This blog is dedicated to those efforts currently being made  (as well as those that should exist) to democratize education and liberate knowledge in order to realize a better world. (In addition to any other worthwhile and semi-related rants)."
lcproject  learning  education  schools  teaching  pedagogy  freedom  unschooling  deschooling  power  society  liberation  activism  brianvanslyke  economics  control  history  hierarchy  knowledge  highereducation  highered  corporateinterests  corporateculture  from delicious
june 2011 by robertogreco
Adventures in Free Schooling
"Adventures in Free Schooling was started for several reasons: to have a dialogue about democratic, alternative, creative, and popular education and critical pedagogy; to share resources on teaching and learning that is geared towards anti-oppression and liberation; to discuss the history of schools and their impact on our society; to explore current models and experiments in alternative education, teaching, and learning; and more.The discussions and topics found here have a heavy focus on history and the relation between workplace democracy and learning-place democracy. This blog is also dedicated to education that is focused on fighting societal injustices and creating liberation through learning and teaching. Last, but not least, Adventures in Free Schooling is a space that’s purpose is to create new and innovative ideas for alternative learning places and critical teaching methods."
freeschools  free  schools  education  democracy  democraticschools  learning  unschooling  deschooling  brianvanslyke  liberation  freedom  teaching  alternativeeducation  alternative  society  lcproject  history  workplace  opression  anti-opression  colonization  pedagogy  from delicious
june 2011 by robertogreco
Children learning by themselves and progressive inquiry | FLOSSE Posse [via: http://www.downes.ca/post/55666/ ]
"…children learn even better if they have a “granny figure” supporting them…<br />
<br />
…good teachers is a bit like a granny: supports students, is interesting in their work and praise them. I think, however, even better teachers than a random granny is an expert of a domain acting the granny way. An excellent expert-teachers (can be a granny, too) is able to guide pupils in their inquiry by challenging their thinking and by providing new perspectives to the students inquiry. The point is to guide, not to instruct.<br />
<br />
The progressive inquiry learning, a pedagogical model that has been widely studied, experimented and partly took in use in Finland, is close to Mitra’s way of teaching (I call it teaching, although there is very little teaching in a traditional sense). In my talk in Ankra I explained how progressive inquiry learning works and how pupils and students in all levels of education—from kindergartens to universities—can be guided to do research."<br />
<br />
[Examples follow]
teemuleinonen  progressiveinquiry  tcsnmy  learning  education  pedagogy  teaching  student-centered  studentdirected  learner-centered  learner-ledcommunities  sugatamitra  grandmothers  guideontheside  2011  via:steelemaley  inquiry  inquiry-basedlearning  unschooling  deschooling  mentoring  modeling  instruction  guidance  lcproject  cv  howwelearn  howwework  informallearning  autodidacts  outdoctrination  research  toshare  unconferences  openstudio  openworkshops  prototyping  from delicious
june 2011 by robertogreco
Study raises questions about full-day kindergarten
"Full-day kindergarten may be having a negative effect on the learning and personal development of some children, according to new research.<br />
<br />
Early results from a pilot study focusing on two classrooms in southwestern Ontario revealed that teachers in a regular school setting were often caught in the tension that exists between meeting curriculum expectations and teaching to student interests.<br />
<br />
The researchers argue that academic goals, centered on results and preparation for standardized tests in later years, are taking away from play-based learning that builds upon what the child already knows."
play  curriculum  emergentcurriculum  kindergarten  pedagogy  teaching  learning  longterm  unschooling  deschooling  tcsnmy  lcproject  schools  schooliness  standardizedtesting  testing  conflict  results  2011  from delicious
june 2011 by robertogreco
Chinese school defies rigid exam-focused education | Marketplace From American Public Media
"XUEQIN: We'd encourage the students to express themselves as much as possible through artwork, music, writing. It' just that because the students have been through this traditional system, they have problems doing that."<br />
<br />
[…]<br />
<br />
"Wang asked his teachers to start moving among their students, engaging them, not talking at them. And that's what chemistry teacher Qin Lei is doing today. Instead of asking students for the correct answers, Qin focuses on the process, asking students their opinions: asking why, how, challenging what they know. That teaching method is routine in the West, but in China it's a radical departure.<br />
<br />
Principal Wang made a name for himself at Shenzhen High School in the southern province of Guangdong when he gutted the school's curriculum and let students choose their own classes.<br />
<br />
"ZHENG: A lot of educators from all over the country visited our school. They all agreed the system was good, but risky."<br />
Risky paid off."
china  beijing  education  tcsnmy  unschooling  deschooling  learning  student-centered  student-led  pedagogy  gaokao  testing  standardizedtesting  process  processoverproduct  teaching  2011  risk  toshare  progressive  alternative  creativity  from delicious
june 2011 by robertogreco
Debating the Value of College in America : The New Yorker
"…students majoring in liberal-arts fields—sci, social sci, & arts & huma—do better on CLA, show greater improvement, than students majoring in non-lib-arts fields such as business, education & social work, communications, engineering & comp sci, & health…more likely to take courses w/ substantial amounts of reading & writing…attend selective colleges…students who score lowest & improve least are business majors."

"Professor X…“I have come to think that 2 most crucial ingredients in mysterious mix that makes a good writer…1…having read enough…to have internalized rhythms of written word…2…refining ability to mimic those rhythms.”…read a lot of sentences…start to think in sentences…then you can write sentences…Someone who has reached age 18/20 & has never been reader is not going to become writer in 15 weeks. Otoh…not a bad thing for such a person to see what caring about “things that probably aren’t that exciting to most people” looks like. A lot of teaching is modelling."
education  culture  teaching  us  business  liberalarts  professorx  louismenand  colleges  universities  selectivity  learning  writing  books  thewhy  criticalthinking  democracy  meritocracy  cla  money  economics  vocational  pedagogy  highereducation  highered  2011  from delicious
june 2011 by robertogreco
Borderland › Hearts and Minds
"I am done caring about reformist nonsense. At staff meeting…discussing AimsWeb Data…how many students in each grade are below proficient, at risk, proficient based on how well they handled oral 1-minute timed reading…disgusting display of a brain-dead method…We were asked to say what we planned to do…When it was my turn, I said I’d be going with the happiness plan. What’s that? It’s getting the kids to enjoy reading so that they do it on their own. How does it work? Easy. Give them choices & time to read every day, & then celebrate their accomplishments. I got a round of applause. Kind of sad, really, when I think about what that might mean."<br />
<br />
"I’ve seen enough “data”. Next year my classroom is going to be about creativity, projects, & having fun w/ ideas. The way I look at it now, every year may be my last, & I don’t want to go out playing a numbers game that was rigged against me & my students from the start. Rigidly applied standards will fail the kids; that’s not my job."
dougnoon  teaching  reading  creativity  well-being  resistance  pedagogy  2011  data  testing  standardizedtesting  poverty  theprivateeye  standards  standardization  numbersgame  statistics  schools  policy  reform  schoolreform  arneduncan  barackobama  rttt  nclb  from delicious
june 2011 by robertogreco
The Real Change Agents
"In fact, here is my hard-line: stop saying it is about the students if you haven’t asked the students what they need, what they want, and what is the reality of their world. Just say it is about you or the school and what you find relevant. If you are okay with that, great.

Personally, I’m not.

The voices of change rest with the scholars in your building, every student that enters those doors each morning. Are you listening? Are you bringing them to the table and leveraging their insights? If you want real, lasting change, the answers can only be yes.

And, when you bring them to the table, are you vested in their thoughts?  Are we willing to challenge our own beliefs about learning and teaching based upon their beliefs? Will we leverage their ideas to shape a better present and future?

The time is now to tap into the potential of students as leaders, as change agents, and as powerful voices with amazing ideas and unmatched enthusiasm."
ryanbretag  students  tcsnmy  teaching  pedagogy  deschooling  unschooling  control  student-centered  studentdirected  student-led  learning  schools  lcproject  hypocrisy  desirelines  elephantpaths  meaning  relevance  reality  from delicious
june 2011 by robertogreco
How I Failed, Failed, and Finally Succeeded at Learning How to Code - Technology - The Atlantic
"Kids are naturally curious. They love blank slates: a sandbox, a bag of LEGOs. Once you show them a little of what the machine can do they'll clamor for more. They'll want to know how to make that circle a little smaller or how to make that song go a little faster. They'll imagine a game in their head and then relentlessly fight to build it.
Along the way, of course, they'll start to pick up all the concepts you wanted to teach them in the first place. And those concepts will stick because they learned them not in a vacuum, but in the service of a problem they were itching to solve.

Project Euler, named for the Swiss mathematician Leonhard Euler, is popular (more than 150,000 users have submitted 2,630,835 solutions) precisely because Colin Hughes…crafted problems that lots of people get the itch to solve. And it's an effective teacher because those problems are arranged like the programs in the ORIC-1's manual, in what Hughes calls an "inductive chain":"
education  learning  teaching  history  howto  coding  programming  curiosity  sandboxes  lego  blankslates  projecteuler  problemsolving  math  mathematics  themathematician'slament  paullockhart  curriculum  collegeboard  testing  rote  rotelearning  criticalthinking  jamessomers  colinhughes  basic  games  gaming  play  tcsnmy  unschooling  deschooling  pedagogy 
june 2011 by robertogreco
Leigh Blackall: Our epistemology, and entrepreneurial learning
"The sway that the subject of technology has over discussions about education and learning, is giving me increasing cause for concern. Absent from the explanations of new understandings of knowledge and learning, and their arguments for change, is some balance to the largely utopian ideals. The sub headings in the 'entrepreneurial learning' article for example, read like evangelical slogans, without a single word for caution or circumspect (that I could see by scanning). What would one include to strike a balance? Most obvious would be Postman, in particular his warnings in Technonopoly, but their could and should be many others. Surely we agree that technology gives potential to all traits of humanity, not just the bits we'd like to pick out."
leighblackall  comments  technology  howardrheingold  johnseelybrown  maxsengles  technolopoly  google  goldmansachs  allwathedoverbymachinesoflovinggrace  adamcurtis  florianschneider  gatekeepers  mihalycsikszentmihalyi  darkmatter  gregorysholette  institutions  education  learning  power  neo-colonialism  networkedlearning  networkculture  internet  connectivism  society  socialmedia  2011  2008  informallearning  informal  mentoring  mentorship  pedagogy  self-organization  self-directedlearning  unschooling  deschooling  fachidioten  humanism  from delicious
june 2011 by robertogreco
Leigh Blackall: A summary of Chet Bowers, The false promises of constructivist theories of learning: a global and ecological critique
"The globalization of West’s view of economic & technological development is now being accompanied by aggressive promotion of Western values & ways of thinking—through TV & Hollywood films, & by Western universities that have established in public’s mind what constitutes high & low-status knowledge. High-status knowledge, which is represented as basis of modernization, includes the assumption that the individual is the basic social unit, the source of intelligence & moral judgment; that literacy & other abstract forms of representation for encoding and communicating knowledge lead to a more rational & progressive mode of being; that change is the expression of progress; that Western science & tech are both culturally neutral & at same time the highest expression of rational thought; that cultural development is governed by laws of natural selection…; & that the major challenge is to bring nature under human control & to exploit it in ways that help to expand economic markets."
pedagogy  constructivism  critique  leighblackall  chetbowers  neo-colonialism  colonialism  johndewey  paulofreire  jeanpiaget  culture  democracy  ecology  ideology  education  teaching  conviviality  ivanillich  commons  culturalimperialism  knowledge  progress  economics  growth  sustainability  literacy  from delicious
may 2011 by robertogreco
Hip Hop Genius: Remixing High School Education on Vimeo
"this video illustrates (literally!) the concept of Hip Hop Genius. these ideas are explored more fully in my book, Hip Hop Genius: Remixing High School Education (hiphopgenius.org)

the drawings were done by Mike McCarthy, a student at College Unbound (collegeunbound.org), a school that exemplifies many of the values espoused in the film. the entire video was shot in College Unbound's seminar space, where Mike has built a studio for his company Drawn Along (drawnalong.com)."
education  learning  politics  economics  creativity  hiphop  meaning  meaningmaking  dialogue  pedagogy  classideas  conversation  commonality  engagement  culture  love  identity  meaningfulness  ingenuity  instinct  confidence  remixculture  art  music  streetart  graffiti  resourcefulness  genius  sampling  individualization  projectbasedlearning  collegeunbound  change  gamechanging  flux  flow  freshness  emergentcurriculum  contentcreation  schools  unschooling  deschooling  mindset  from delicious
may 2011 by robertogreco
Squishy Not Slick - Squishy Not Slick
"Squishy Teaching =

Spontaneous - Unique - Particular - Tailored - Entangled - Mixed together - Woven - Patched - Organic - Rebel Forces - Poetic - Ambiguous - Emotional - Non-linear - Non-sequenced - Inquisitive - Inextricably-linked - Constructivist - Experiential - Holistic - Democratizing - Authentic - Collaborative - Adaptive - Complicated - Contextual - Relational

Slick Teaching =

Mass produced - Psychologically manipulative - Planned years in advance - Manufactured - Imperial - Hegemonic - Afraid - Spreadsheeted - Shallow - Narcotizing - Cauterizing - Anti-intellectual - Uncritical - Uncreative - Emotionless - Scripted - Juking the stats - Dropout factories - Assembly-lined"
lukeneff  teaching  education  lcproject  unschooling  deschooling  mentoring  squishy  slick  frankchimero  pedagogy  holisticapproach  holistic  constructivism  democratic  ambiguity  audiencesofone  individualization  emotions  empathy  authenticity  spontaneity  collaboration  collaborative  adaptability  adaptive  context  contextual  relationships  meaning  sensemaking  meaningmaking  meaningfulness  dialogue  discussion  from delicious
may 2011 by robertogreco
The School of the Art Institute of Chicago: Profiles: Nick Cave
"My work, clothing & fiber-based sculptures, collages, installations, & performances, explore use of textiles & clothing as conceptual modes of expression & pose fundamental questions about human condition in social & political realm…<br />
<br />
I believe that what happens in my studio & living life as an artist are the single most important things I bring to the classroom. Artists must design their own pathways, work through plateaus in their work & understand that they will find themselves humbled by the very process of art-making.<br />
I encourage my students to build their work w/ conviction, come face-to-face w/ truth of what they are attempting to create, & be open to experimentation.<br />
I have been lucky to have been mentored by talented artists who taught me to challenge myself & build level of confidence & trust in my creative judgment…I hope to provide my students w/ knowledge that their art making holds the possibility for acting as a vehicle for change on a larger, global scale."
nickcave  art  performance  textiles  classideas  performanceart  design  collage  assemblage  life  living  teaching  education  learning  artists  glvo  cv  sound  interactive  sculpture  installation  expression  humancondition  society  politics  sensemaking  experimentation  doing  making  understanding  self  confidence  trust  wearable  fabric  sewing  change  costumes  dance  soundsuits  tcsnmy  interdisciplinary  multidisciplinary  crossdisciplinary  pedagogy  howwework  from delicious
may 2011 by robertogreco
Collectivate.net
"Trebor Scholz is a writer, conference organizer, Assistant Professor in Media & Culture, & Director of conference series The Politics of Digital Culture at The New School in NYC. He also founded Institute for Distributed Creativity that is known for online discussions of critical Internet culture, specifically ruthless casualization of digital labor, ludocapitalism, distributed politics, digital media & learning, radical media activism, & micro-histories of media art. Trebor is co-editor The Art of Free Cooperation, a book about online collaboration, & editor of “The Internet as Playground and Factory,” forthcoming from Routledge…PhD in Media Theory & grant from John D & Catherine T MacArthur Foundation. Forthcoming edited collections by Trebor include “The Digital Media Pedagogy Reader” & “The Future University”…book chapters, written in 2010, zoom in on history of digital media activism, politics of Facebook, limits to accessing knowledge in US, & mobile digital labor…"
treborscholz  education  learning  art  culture  creativity  unschooling  deschooling  social  labor  activism  mediart  institutefordistributedcreativity  networks  networkculture  networkedlearning  nyc  mediaactivism  ludocapitalism  distributedpolitics  micro-histories  pedagogy  teaching  mobility  from delicious
may 2011 by robertogreco
Eagle Rock School
"EAGLE ROCK IS BOTH a school for high school age students and a professional development center for adults, particularly educators. The school is a year-round, residential, and full-scholarship school that enrolls young people ages 15-17 from around the United States in an innovative learning program with national recognition.<br />
<br />
The Professional Development Center works with educators from around the country who wish to study how to re-engage, retain and graduate students. We provide consulting services at school sites and host educators who study and learn from Eagle Rock practices."
education  curriculum  design  schools  eaglerockschool  progressive  pedagogy  colorado  estespark  residential  professionaldevelopment  learning  lcproject  tcsnmy  from delicious
may 2011 by robertogreco
Off-Topic | Randall Szott : Bad at Sports
"I went to several art schools…but found them all incapable of or unwilling to answer some fundamental questions about art practice – Why is it important? Who is it important to? & how does it fit into history, not art history?…schools seemed prepared to teach how to make art, but not why making art mattered to anyone beyond campus. In fact, most evidence I encountered seemed to imply very few people felt type of art being made in art schools in early to mid 90s mattered at all. For a discipline that prides itself on capacity for self-reflection & critique, it seemed strange to me that asking what seemed like such obvious questions would be met w/ such incredulity & would brand me as testy crank. Maybe I was destined for kitchen work all along given notorious tempers of cooks/chefs. Maybe art types are the temperamental ones, especially when asked to provide some semblance of proof that what they’re doing matters to anyone beyond their circle of like minded art enthusiasts…"
art  culture  teaching  food  pedagogy  undergraduate  randallszott  artworld  why  thewhy  reflection  self-reflection  artschool  2010  from delicious
may 2011 by robertogreco
Life is Not Standardized
"Life is Not Standardized:<br />
<br />
One of the most powerful sentiments expressed by these students was that “life is not standardized nor should education” and it links many of the common threads from the presentations about the experience that students desire and feel are needed in education:<br />
<br />
Engaged; Learner-Centered and Participatory; Passion-Based; Personalized; Customized; Intrinsically Motivated; Exploratory and Inquiry-Based; Real World, Interdisciplinary Project-Based Learning; Community and Change Focused; Collaborative and Cooperative Learning; Creative and Critical Thinking…<br />
<br />
…students wanting to find ways to de-emphasize grading and shift our focus to intrinsic rather than extrinsic motivation…<br />
<br />
…[students] cut right through the idea [of flipping the classroom] and saw it as nothing more than the same ol’ homework assignment dressed up in new media…"
homework  ryanbretag  education  lcproject  tcsnmy  teaching  pedagogy  learning  unschooling  deschooling  standardizedtesting  standardization  learner-centered  student-centered  studentdirected  self-directedlearning  intrinsicmotivation  progressive  schools  customization  passion-based  exploration  collaboration  cooperative  engagement  participatory  criticalthinking  creativity  realworld  interdisciplinary  multidisciplinary  crossdisciplinary  from delicious
april 2011 by robertogreco
Flipping the Classroom Next Steps?
"The current iteration of flipping the classroom I most often hear, read, & see has students all viewing the same content assigned by the teacher: shifting teacher content delivery in the classroom to teacher content delivery at home. Whether this is a recorded/created lecture/lesson done by the teacher(s) or selected content from an online source…students are directed to a singular source of content where they are to watch & learn from that piece…<br />
While better than a classroom lecture, there lies the limitation in learner choice and that is potentially the next step…what about choice in the depth and breadth of content and the medium delivery?<br />
Perhaps it is time to move away from the single stream of content selected and managed by the instructor with no choice. In this way, the delivery of content can become porous as Tapscott references. This would allow students to learn from, interact with, and leverage multiple perspectives from various “experts”."
flippedclassroom  lectures  control  deschooling  unschooling  choice  studentdirected  self-directedlearning  learning  education  pedagogy  teaching  homework  flippingtheclassroom  ryanbretag  wolvesinsheepsclothing  tcsnmy  moreofthesame  from delicious
april 2011 by robertogreco
patfarenga.com — Don’t Let the Shadow of the Future Cloud Children’s Lives
"This obsession w/ The Future is, by definition, irresponsible. To be responsible is “to be able to respond” to someone or something. Since the future has yet to happen, one cannot possibly respond to it…consequences of the obsession, both for individuals & for communities, are almost entirely negative.<br />
…our future-obsessed educators misunderstand true purpose of education. Education is process by which people become responsibly mature members of their communities. If young people develop character, become familiar with their cultural inheritance and the wisdom of the past, and acquire the habits of mind that will help them think critically, they will find their way to productive adulthood. <br />
<br />
By placing the use of the energy & talents of our youth in abeyance, by separating children from their parents & thereby undermining communities, & by irresponsibly presuming to know the future, educators participate in folly, the proportions of which resemble a modern form of idolatry…"
future  ivanillich  education  deschooling  unschooling  tcsnmy  cv  presence  community  communities  human  humans  learning  people  relationships  parenting  society  process  maturation  maturity  character  habitsofmind  adulthood  responsibility  irresponsibility  2011  slow  life  living  glvo  adolescence  lcproject  teaching  pedagogy  modeling  neighbors  meaning  servicelearning  service  wendellberry  bernardknox  wisdom  from delicious
april 2011 by robertogreco
The Routledge International Handbook of Critical Education (Hardback) - Routledge
"first authoritative reference work to provide an international analysis of the relationship btwn power, knowledge, education & schooling. Rather than focusing solely on questions of how we teach efficiently & effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, & cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic & practical histories, tensions & resources that have established critical education as one of the most vital & growing movements w/in field of education, including topics such as:<br />
<br />
social movements & pedagogic work<br />
critical research methods for critical education<br />
politics of practice & recreation of theory<br />
Freirian legacy<br />
<br />
…this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future."
criticaleducation  criticalthinking  lcproject  unschooling  deschooling  michaelapple  wayneau  luisarmandogandin  routledgeinternational  books  toread  via:steelemaley  activism  democracy  socialmovements  politics  proactive  pedagogy  teaching  learning  education  schools  power  control  authority  economics  marxism  anarchism  anarchy  knowledge  reference  culture  history  paulofreire  tcsnmy  from delicious
april 2011 by robertogreco
Critical pedagogy - Wikipedia
"Critical pedagogy is a philosophy of education described by Henry Giroux as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action."[1]<br />
<br />
Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements that strive for what they describe as social justice. Critical pedagogue Ira Shor defines critical pedagogy as:<br />
<br />
"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)"
criticalpedagogy  education  pedagogy  criticaleducation  democracy  philosophy  henrygiroux  authoritarianism  authority  freedom  knowledge  teaching  learning  schools  power  control  lcproject  unschooling  deschooling  activism  marxism  anarchism  anarchy  feminism  socialjustice  justice  iraschor  habitsofmind  habitsofthought  reading  writing  literacy  depth  tcsnmy  wisdom  personalconsequences  socialcontext  empowerment  process  experience  depthoverbreadth  politics  paulofreire  michaelapple  howardzinn  jonathankozol  johnholt  johntaylorgatto  matthern  foucault  from delicious
april 2011 by robertogreco
Learning Through Digital Media » Using Twitter—But Not in the Classroom: Twitter as a Tool to Expand Classroom Conversation
"What is important from a pedagogical standpoint is not to let these conversations happen only on Twitter. That is, whenever there is a particularly interesting or popular conversation on Twitter, incorporating it into the classroom discussion makes Twitter part of the extended learning process instead of a distinct sphere. When done well, with a group of students who are invested in the class material, this can create an atmosphere whereby students start to understand that the issues being discussed are not limited to the confines of the semester, but rather have importance beyond the classroom."
davidparry  microblogging  teaching  education  pedagogy  digitalmedia  conversation  socialsoftware  socialmedia  cv  learning  twitter  edtech  pln  networkedlearning  2011  davidsilver  tcsnmy  from delicious
april 2011 by robertogreco
Learning Through Digital Media » Follow, Heart, Reblog, Crush: Teaching Writing with Tumblr
"The other wonderful outcome is that since Tumblr is an easy, informal platform for content sharing, students often share additional, unsolicited posts that are their own writings or images, or reblogs of other Tumblelogs. This added content opens up a window for a broader understanding of who my students are, what interests them, and how they relate to their peers. Working on their Tumblr sites can blend into the time they spend active on other social media sites and feels less like the discrete mental and physical space of “doing homework,” with the pressure to cut off other distractions. Of course this can have drawbacks if students start to use Tumblr too casually or get too easily distracted with reblogging photos of their friends rather than writing an analytical essay."<br />
<br />
[That's just a clip. There a lot of parallels with my Tumblr/teaching experience, but several additional points that I could make.]
tumblr  learning  teaching  media  tcsnmy  mobilityshifts  education  pedagogy  schools  adrianavaldezyoung  blogs  blogging  cv  dashboard  reblogging  howwework  socialmedia  from delicious
april 2011 by robertogreco
Mobility Shifts
"MobilityShifts examines learning with digital media from a global perspective. It will foster diverse discussions about digital fluencies for a mobile world and investigate learning outside the bounds of schools and universities. The summit, comprised of a conference, exhibition, podcast series, workshops and project demos and a theater performance, will add a rich international layer to the existing research about digital learning. Building on disciplinary mobility, the summit will showcase theories, people and projects making connections between self-learning, mobile platforms, and the web.<br />
<br />
MobilityShifts is grouped around three major themes:<br />
<br />
Digital Fluencies for a Mobile World <br />
DIY U: Learning Without a School? <br />
Learning from Digital Learning Projects Globally"
education  learning  technology  mobile  socialmedia  phones  mobilityshifts  mobility  teaching  pedagogy  nyc  newschool  mimiito  henryjenkins  cathydavidson  michaelwesch  rolfhapel  johnwillinsky  katiesalen  jonathanzittrain  saskiasassen  kenwark  fredturner  alexandergalloway  tizzianaterranova  digitalmedia  events  conferences  togo  digitalfluencies  diyu  unschooling  deschooling  autodidacts  autodidactism  digitalliteracy  digitallearning  self-directedlearning  self-learning  self-directed  multidisciplinary  interdisciplinary  crossdisciplinary  informallearning  information  global  from delicious
april 2011 by robertogreco
Learning Through Digital Media
"This publication is the product of a collaboration that started in the fall of 2010 when a total of eighty New School faculty, librarians, students, and staff came together to think about teaching and learning with digital media. These conversations, leading up to the MobilityShifts Summit, inspired this collection of essays, which was rigorously peer-reviewed.<br />
The Open Peer Review process took place on MediaCommons, [1] an all-electronic scholarly publishing network focused on the field of Media Studies developed in partnership with the Institute for the Future of the Book and the NYU Libraries. We received 155 comments by dozens of reviewers. The authors started the review process by reflecting on each other’s texts, followed by invited scholars, and finally, an intensive social media campaign helped to solicit commentary from the public at large."
education  technology  teaching  media  pedagogy  tcsnmy  lcproject  digitalmedia  learning  edtech  socialmedia  rtreborscholz  mobilityshifts  newschool  mobile  phones  mobilelearning  tumblr  youtube  cellphones  facebook  twitter  blogs  blogging  from delicious
april 2011 by robertogreco
Unsung heroes « Teaching as a dynamic activity
"To those whose names I’ll never know,

Thank you for keeping your students engaged. Thank you for listening to students’ ideas. Thank you for treating students like human beings. Thank you for helping students learn to think.

Although you’ve never had a viral video, been asked to speak for TED, don’t have thousands of twitter followers, or been quoted by the media, I thank you for the work you do. The work of those whose names we all recognize, pales in comparison to the real work of education you do everyday. While the so called gurus might have great ideas, their ideas are meaningless without your work in the classroom.

All my best,

JWK"
jerridkruse  meaning  scale  human  small  simplicity  local  teaching  education  ontheground  daytoday  2011  pedagogy  anonymity  anonymous  workaday  cv  public  publicity  selfpromotion  from delicious
april 2011 by robertogreco
Design Thinking for Educators
"The Design Thinking Toolkit for Educators contains the process and methods of design, adapted specifically<br />
for the context of education."<br />
<br />
"The design process is what puts Design Thinking into action. It’s a structured approach to generating and developing ideas.<br />
<br />
The Design Thinking Toolkit for Educators, available as a free download here, provides guidance through the five phases of the design process. It outlines a sequence of steps that leads from defining a challenge to building a solution. The toolkit offers a variety of instructional methods to choose from, including concise explanations, useful suggestions and tips."
education  design  designthinking  ideo  teaching  pedagogy  discovery  interpretation  ideation  experimentation  evolution  iteration  howto  pd  professionaldevelopment  tcsnmy  lcproject  projectbasedlearning  classideas  from delicious
april 2011 by robertogreco
Dream School | Powerful Learning Practice
"I know part of the answer to re-envisioning education comes in the learning communities we are creating – deep, sustained, communities that have hard, messy conversations and become safe places where we ask controversial questions that push for positive change. But part of the problem is getting participants to buy in and make time and truly commit to spending time in community, building trust and learning together. It takes time and energy and folks have to understand it is developmental. The shift will come if they will invest themselves, the very best part of themselves."<br />
<br />
"When we let learning rule the school structure, teachers will have to evolve into much more than the delivery vehicle – the person who simply deconstructs knowledge into small, bite sized pieces that can be memorized and regurgitated on tests. Rather, teachers will become connected coaches who understand how to use appreciative inquiry to help students construct and validate their own learning."
schools  projectdreamschool  sherylnussbaum-beach  willrichardson  education  lcproject  unschooling  deschooling  learning  connectedlearning  connectedlearners  networkedlearning  networks  inquiry  inquiry-basedlearning  student-centered  studentdirected  self-directed  openstudio  learner-centered  learner-ledcommunities  theindependentproject  teaching  pedagogy  modeling  via:steelemaley  schoolstart-ups  change  future  schooldesign  tcsnmy  community  from delicious
april 2011 by robertogreco
Spencer's Scratch Pad: 10 Ways to Help Students Ask Better Questions
"However, the deeper questions didn't happen in a vacuum. Students have spent hours learning the art of questioning. Here are ten things I've done in class to encourage students to ask better questions:"
questions  questioning  pedagogy  teaching  learning  curiosity  2011  johnspencer  via:rushtheiceberg  socraticmethod  inquiry  criticalthinking  classideas  from delicious
april 2011 by robertogreco
Connect@NMC/Live with Lynda Series: Michael Wesch on Authentic Learning | NMC
"Lynda Weinman, co-founder of lynda.com, interviews Michael about his personal journey as a teacher, the challenges he faced as he changed his approach, and the successes and barriers to making the change. Watch as he and a few of his students showcase some of their current projects."
michaelwesch  mediaecology  mediatedcultures  via:steelemaley  student-centered  learning  education  pedagogy  teaching  2011  lyndaweinman  projectbasedlearning  authenticity  authenticlearning  highereducation  highered  from delicious
april 2011 by robertogreco
The myth of objectivity « Re-educate Seattle
"This attitude is part of the myth of objectivity that pervades traditional schooling. The curriculum is presented as objective, comprehensive, and factual. Sit in the chair, follow directions, and you will receive an objective, comprehensive, and factual education…<br />
<br />
Education is a highly personal process. Every decision that teachers make, whether we’re conscious that we’re making it or not, is loaded with bias. History, for example, contains a seemingly infinite set of people, events, and stories; the bias comes not necessarily in how the teacher presents selected events, but in the process of selecting which stories to tell.<br />
<br />
I don’t believe there’s anything wrong with being biased as a teacher. In fact, I don’t think there’s any way to teach authentically without bias. It’s when we surrender to the myth of objectivity that we do students a disservice."
stevemiranda  education  objectivity  teaching  schools  schooling  compliance  facts  traditionalschools  curating  curation  cv  bias  authenticity  2011  philosophy  pedagogy  truth  from delicious
april 2011 by robertogreco
The Mavenist: "And whereever I’ve been, once it begins to shift from why to how, I simply leave: I’m gone."
"I would think that the most immoral thing one can do is to have ambitions for someone else’s mind. That’s the crux of the challenge and the responsibility of having the opportunity to deal with young people at such a crucial time in their formation. One of the hardest things to do is not to give them clues—‘Here, do it this way, it’s a lot easier’—and instead to keep them on the edge of the question… The problem with teaching full time … is that there comes a moment when there occurs a shift from why to how. I mean, people want you to be their guru, and that’s the last thing you can do for them, that’s the worst thing. And whereever I’ve been, once it begins to shift from why to how, I simply leave: I’m gone."
robertirwin  teaching  why  how  cv  responsibility  gurus  socraticmethod  instruction  pedagogy  yearoff  morality  ambitions  control  authority  thinking  philosophy  unschooling  deschooling  via:frankchimero  influence  from delicious
march 2011 by robertogreco
Independence Day: Developing Self-Directed Learning Projects - NYTimes.com
"What would schools look like if students developed their own curriculum? How would education and the experience of being in school differ for students if they had more power to direct their learning? In this lesson, students consider an experiment in public education in which a small group of high school students planned and executed a model for their own learning. They then develop and implement their own self-directed projects and reflect on the results." [See also: http://www.nytimes.com/2011/03/15/opinion/15engel.html AND http://www.youtube.com/watch?v=MTmH1wS2NJY ]
pedagogy  education  learning  tcsnmy  lcproject  unschooling  deschooling  independentproject  schools  studentdirected  self-directed  self-directedlearning  projectbasedlearning  projects  curriculum  lifeskills  standards  collaboration  problemsolving  criticalthinking  self-regulation  leadership  individualization  theindependentproject  freedom  independence  cv  freeschools  democraticschools  autodidacts  autodidactism  student-led  from delicious
march 2011 by robertogreco
Ivan Illich Archives
Thomas Steele-Maley directed me to this lecture "Illich speaking on schools" (links below), in which Illich describes the "Jacobin Utopian" educator and the "Bourbon" educator. Boy, does this hit home. So glad that Thomas pointed me here, it helps clarify my thinking and serves as yet another reminder of the genius Illich.<br />
<br />
Side A:  http://ournature.org/~novembre/illich/illich_schools_side1.mp3 Side B: http://ournature.org/~novembre/illich/illich_schools_side2.mp3<br />
<br />
Bonus: All the other Illich materials contained on the site.
cv  ivanillich  via:steelemaley  philosophy  politics  education  anarchy  anarchism  deschooling  unschooling  schools  jabobinutopian  jacobin  audio  bourboneducator  gamechanging  yearoff  pedagogy  teaching  learning  schooling  thisishuge  from delicious
march 2011 by robertogreco
SpringerLink - Studies in Philosophy and Education, Volume 14, Numbers 2-3
"How not to learn: Reflections on Wittgenstein and Learning"<br />
C.J.B. Macmillan
1989  wittgenstein  cjbmacmillan  learning  philosophy  pedagogy  language  languagegames  linguistics  theory  from delicious
march 2011 by robertogreco
20th WCP: Wittgenstein's Children: Some Implications for Teaching and Otherness
"The later Wittgenstein uses children in his philosophical arguments against the traditional views of language. Describing how they learn language is one of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes advantage of in his arguments, and to show how we can read Wittgenstein in terms of education. … The two features show that teaching is unlike telling, an activity toward the other who does not understand our explanations. Since we might not understand learners because of otherness, the justification of teaching is a crucial problem that is not properly answered so long as otherness is unrecognized. As long as we ignore otherness, we would not be aware that we might mistreat learners."
wittgenstein  language  numbers  numbersense  teaching  pedagogy  education  philosophy  logic  otherness  empathy  children  tcsnmy  lcproject  unschooling  deschooling  yasushimaruyama  from delicious
march 2011 by robertogreco
EPS 408: Wittgenstein and Education
"The theme of this semester’s course will be Ludwig Wittgenstein’s views on knowledge and language and their implications for teaching. Working from primary readings, as well as biographical texts and correspondence, we will place Wittgenstein’s views about pedagogy, and his own experiences as a teacher, against the background of his philosophical views.<br />
<br />
Relying mostly on primary texts, we will be exploring Wittgenstein not as a philosopher who provides a method for analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. We believe that the analytic impulse to want to extract a theory or method from Wittgenstein is wrong-headed. His styles are essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means to shift our thinking, to help us escape the picture that holds us captive.…"
wittgenstein  pedagogy  teaching  learning  education  philosophy  from delicious
march 2011 by robertogreco
Place Based Learning
"Place Based Learning is an educational approach that uses the most effective developments in teaching and learning to tackle critical issues of sustainability and community development in the actual context that young people are growing-up."<br />
<br />
"Teaching and Learning; It is crucial that educators get better at engaging, motivating and empowering young people.<br />
Yet, improving pedagogy whilst retaining an irrelevant curriculum is just ‘getting better at doing the wrong thing’!<br />
Citizenship; It is crucial that our young people develop a sense of social justice and a desire to contribute to society.<br />
Yet, attempting to squeeze another subject into the crowded curriculum treats each issue in isolation and fails to get to the heart of the problem.<br />
Sustainability; It is crucial that the next generation commit to sustainable ways of dealing with energy, food, waste etc.<br />
Yet, doom-laden global scenarios often immerse people in guilt and fear or render the issues too large and too distant."
education  place  locations  via:steelemaley  sustainability  uk  community  local  learning  schools  citizenship  civics  food  waste  water  energy  guilt  fear  socialjustice  society  lcproject  tcsnmy  change  pedagogy  curriculum  communitydevelopment  unschooling  deschooling  from delicious
march 2011 by robertogreco
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