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Learning by Leading – Discover Your Destiny

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Every decision and action we make produces a purposeful pathway defining who we are and our contribution to the world. Immersive environments not only give students paths to follow, but trails to blaze. Design a classroom gallery and exercises that cultivates innovation, opportunity, and creative expression by recognizing what makes each student a unique catalyst. By creating a call to action, they display a relentless passion and pursuit of knowledge while mentoring classmates. After identifying their path, demonstrate and exhibit in the virtual world to encourage constructive critiques and complements. With that success, now do it in the actual world.

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Learning by Leading – Discover Your Destiny

  1. 1. Learning by Leading – Discover Your Destiny Renne Emiko Brock- Richmond / Zinnia Zauber
  2. 2. Achievement, Autonomy, and Inclusion This presentation includes three sets of themed methodologies to provide opportunities for personal inquiry, public exhibition, and allowing students lead and teach. The Elements are physical influences. The Energies are invisible drives. The Actions are mental ambitions. Each set has four quadrants that assist in understanding different steps and directions to follow to become the forerunner. Air, Fire, Water, and Earth Awareness, Experimentation, Art Activation, and Call to
  3. 3. Every decision and action we make produces a purposeful pathway defining who we are and our contribution to the world. We are at the Crossroads to awesomeness!
  4. 4. Immersive environments not only give students paths to follow, but potential trails to blaze. Educators helps connect the dots along this path not as guides, but as lights.
  5. 5. Define and design a classroom plaza or gallery with exercises that cultivates innovation, opportunity, and creative expression by recognizing what makes each student a unique catalyst. Unrestricted by tangible limits and costs, instructors can provide a custom public square with student galleries where these crossing paths meet to build a community.
  6. 6. A gallery become a home base where a student is empowered to pursue their passion.
  7. 7. The Elements The essentials that combine to create character context, and imaginative and actual chemistry.
  8. 8. The Actions The stages of growth and achievements that are inside evolution and participation with the outside.
  9. 9. The Energies These oscillating waves of force and will that guid dynamic perspective, action, reaction, and reflecti
  10. 10. The Elements - The essentials that combine to create character, context, and imaginative and actual chemistry.
  11. 11. Air – east, expressing, spring, child, mental, active, and invisible Air = Expression creativity and communication
  12. 12. Fire – south, doing, summer, adult, energy, active, and dynamic Fire = Action challenge and guide
  13. 13. Water – west, thinking, autumn, mature, emotional, passive, and transformative Water = Education knowledge and objectivity
  14. 14. Earth – north, feeling, winter, elder, physical, passive, and precious Earth = Inspiration support and influence
  15. 15. The Actions - The stages of growth and achievements that are inside evolution and participation with the outside.
  16. 16. This is the awaking and openness to learning new ideas and methods. Awareness Action happening on the Inside
  17. 17. This is fearless practice and investigation of techniques. Experimentation Action from the Outside to the Inside
  18. 18. This is execution of expression and revealing of motivation. Art Activation Action from the Inside to the Outside
  19. 19. Inspiring the next step and mentoring. Call to Action Action happening on the Outside
  20. 20. A “Call to Action” is a clear statement that directs the audience to do something. It suggests immediate response the next step using an imperative verb to give orders, commands and instructions as to what action you want the viewer or participate.
  21. 21. Felix is new to Second Life. He has shared his images and videos in his gallery.
  22. 22. He is open for business and open to learn more about how he can participate actively in a virtual world. He is open for business and open to learn more about how he can participate actively in a virtual world.
  23. 23. To learn how to build in a virtual world, Elaine curated her projects in her course’s gallery. This new experience opens her eyes. She encourages her classmates to join her.
  24. 24. Cedrus and NLT are virtual world explorers. Cedrus shares his machinima and investigates his visual voice through video. NLT spends more time on his music for media & performance research. He practices in the
  25. 25. Cedrus’ Mindcraft machinima - After student successfully apply their teamwork skills in one world, they want to demonstrate it in another. And, that includes the physical world.
  26. 26. BlackCatBandit and SeeknHide set up a gallery to showcase student work from the Multimedia Club at Peninsula College.
  27. 27. They work on projects together as part of the club and collaborate in multimedia classes as well.
  28. 28. Students shared work from several media. They collected images to curation this Minecraft section of the gallery.
  29. 29. They want to add more music and books. And, even put a video on a prim sharing their stop motion project called “Superhero 101”.
  30. 30. Nazo was the first student to earn her own gallery space. She didn’t have to share with other students because of her extra efforts to learn more in Second Life.
  31. 31. She uses the gallery to strength her branding and be an example.
  32. 32. Nazo helps tutor new students to Second Life. She shows it is fun too.
  33. 33. She invites students to see her work and adds inventive projects. Nazo uses her gallery to experiment with new skills and happy to teach how she did it.
  34. 34. The Energies - These oscillating waves of force and will that guide dynamic perspective, action, reaction, and reflection.
  35. 35. inventive, inviting, time stands still, encouraging, successful, focused, joyful, and in awe Active Oh, it is ON! Being our best self in blissful action.
  36. 36. destructive, critic, realist, concealing, regretful, past focused, pessimistic, and static Negative Not a bad thing, just in a down swing.
  37. 37. constructive, encouraging, dreamer, revealing, future focused, optimistic, and proactive Positive Everything is looking up!
  38. 38. spiritual, impartial, unbias, peacemaker, thankful, insightful, there is no time, only life Reflective Have a cup of tea, it’s time to pause or rest.
  39. 39. Need to succeed? According to Neil Gaiman all you need to do is consistently be able to manage two out of these three following things:
  40. 40. After identifying their path, student devise digital storytelling media or virtual objects to demonstrate their goals and exhibit their accomplishments in the virtual world plaza to encourage constructive critiques and complements.
  41. 41. Constructive Critique A critique does not mean criticism. A critique is an assessment of creative work with discussion of good qualities and possible improvements. You, the artist, can take this information to understand if you are successfully communicating your intention. Those critiquing will use language that is appropriate to the artwork and supportive. Be nice even if you are critical. Be brief and concise. Respond to the artist’s goals by being honest, clear, and direct.
  42. 42. Be specific about your observations, suggestions, and criticisms. Stay focused on the work. Refrain from making personal references unless the artist invites that kind of discussion or it is relevant to the work. Be constructive. Ask the artist what form of excellence they aspire for. Experience perspective through someone else’s eyes. Get social! Post share their work on social media if you want with positive comments on your classmates work. Empower the artist and have fun!
  43. 43. Patience, Perseverance, and Persistence “There’s always a break.” – Dona Lea Brock “There are no dead ends, only U turns.” – Dr. Floyd James Brock “Know at least three ways to get to the same destination.” – Renne Emiko Brock-Rich
  44. 44. By creating a call to action, they display a relentless passion and pursuit of knowledge while mentoring classmates. With that demonstration of real success and intention in action, students are confident to take those steps to lead and do it in the actual world as well.
  45. 45. The Elements are physical influences. The Energies are invisible drives. The Actions are mental ambitions. Our Call to Action – Provide opportunities for personal inquiry, public exhibition, and allowing students lead and teach. Thank you very much! Discovering Your Destiny

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