By Richard C. Close The Chrysalis Campaign, Inc.
http://globallearningframework.ning.com
Global Learning Framework™, Micro...
Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format.
Agenda Teaching Tr...
Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format.
Discover Your Gift...
Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format.
How can different ...
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Transformational T...
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Collaborative proj...
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We learn by positi...
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We learn by negati...
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Or we go along
The...
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Will our students ...
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“Discover Your Gif...
Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format.
“A learning style ...
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So how do we learn...
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Personal Learning ...
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Personal Learning ...
Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format.
How am I special? ...
Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format.
Personal Learning ...
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Take the Questionn...
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Download
Study Gui...
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Tips for coaching ...
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How am I special? ...
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Personal Learning ...
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Take the Intellige...
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Based on your Myer...
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Tips for coaching ...
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How am I special? ...
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Personal Learning ...
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How am I special? ...
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Magic of Project B...
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Trans-contextual T...
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How am I special? ...
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Personal Learning ...
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Personal Learning ...
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Personal Learning ...
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You can use the PB...
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Why PBL brings it ...
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Personal Learning ...
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Outcomes
Transform...
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The world is waiti...
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Questions
By Richa...
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Personal Learning ...
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  • Tawil, S, Revisiting The Treasures Within, UNESCO 5,23,2013, from http://unesdoc.unesco.org/images/0022/002200/220050E.pdfLearning to know: Learning to know, includes Learningto learn, an instrumental learning skill inherent to basiceducation, which allows individuals to benefit from educationalopportunities that arise throughout life. “Bearing in mind therapid changes brought about by scientific progress and newforms of economic and social activity”, Learning to knowallows for the combination of a “broad general education withthe possibility of working in depth on a selected number ofsubjects”.->-> Learning to do: Learning to do emphasizes the acquisitionof vocational skills necessary to practice a profession or trade.Partnerships between the world of education and that ofbusiness and industry are encouraged in view of promotinga variety of arrangements that allow education and trainingto interact with the world of work. In addition to learning topractice a profession or trade, people need to develop theability to adapt to a variety of often unforeseeable situationsand to work in teams – these skills have conventionally notbeen given due attention in education.->-> Learning to be: Learning to be was the central themeof the Faure Report published by UNESCO in 1972 whichemphasized the development of the human potential to itsfullest. The 1972 recommendations were still considered to beextremely relevant in the Delors Report “for in the twenty-firstcentury everyone will need to exercise greater independenceand judgment combined with a stronger sense of personalresponsibility for the attainment of common goals.”->-> Learning to live together: Learning to live together is seen asneeding to develop an understanding of others, of their history,their traditions, and their spirituality. Such understanding“would provide a basis for the creation of a new spirit which,guided by recognition of our growing interdependence anda common analysis of the risks and challenges of the future,would induce people to implement common projects or tomanage the inevitable conflicts in an intelligent and peacefulway” […] and “to escape from the dangerous cycle sustainedby cynicism and complacency.
  • Fleming, N. (2001) VARK Learning Questionaire. 5,22,2013, from http://www.vark-learn.com/english/page.asp?p=questionnaire
  • Myer Briggs Foundation 6.24.2013 from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/ Favorite world: Do you prefer to focus on the outer world or on your own inner world? This is called Extraversion (E) or Introversion (I).Information: Do you prefer to focus on the basic information you take in or do you prefer to interpret and add meaning? This is called Sensing (S) or Intuition (N).Decisions: When making decisions, do you prefer to first look at logic and consistency or first look at the people and special circumstances? This is called Thinking (T) or Feeling (F).Structure: In dealing with the outside world, do you prefer to get things decided or do you prefer to stay open to new information and options? This is called Judging (J) or Perceiving (P).
  • The BIE StoryThe Buck Institute for Education (BIE) was founded in 1987 as a not-for-profit 501(c)3 organization that receives partial funding from the Leonard and Beryl Buck Trust, the same trust that supports the Marin Community Foundation, theMarin Institute and the Buck Institute for Age Research. In its first ten years, BIE provided a variety of services to local schools and districts and also received funding from outside sources for program evaluation and other research.In the late 1990s, BIE began to focus its work on Project Based Learning, which was a feature of some schools’ instructional reform efforts at the time and the subject of an annual conference sponsored by the Autodesk Foundation, also located in Marin County. In 1999 researcher John Thomas documented his findings about effective PBL in the first edition of the Project Based Learning Handbook for Middle and High School Rigorous, meaningful and effective Project Based Learning:is intended to teach significant content. Goals for student learning are explicitly derived from content standards and key concepts at the heart of academic disciplines.requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a Driving Question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as “21st century skills,” because they are prerequisite for success in the 21st century workplace.requires inquiry as part of the process of learning and creating something new. Students ask questions, search for answers, and arrive at conclusions, leading them to construct something new: an idea, an interpretation, or a product.is organized around an open-ended Driving Question. This focuses students’ work and deepens their learning by framing important issues, debates, challenges or problems.creates a need to know essential content and skills.Project Based Learning reverses the order in which information and concepts are traditionally presented. A typical unit with a “project” add-on begins by presenting students with knowledge and concepts and then, once gained, giving students the opportunity to apply them. Project Based Learning begins with the vision of an end product or presentation. This creates a context and reason to learn and understand the information and concepts.allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.includes processes for revision and reflection. Students learn to give and receive feedback in order to improve the quality of the products they create, and are asked to think about what and how they are learning.involves a public audience. Students present their work to other people, beyond their classmates and teacher – in person or online. This “ups the stakes,” increasing students’motivation to do high-quality work, and adds to the authenticity of the project.
  • PLEF: A Conceptual Framework for Mashup Personal Learning EnvironmentsReference: Learning Technology publication of IEEE Computer Society’s, July 2009, Volume 11 Issue 3, fromhttp://lttf.ieee.org/issues/july2009/index.html  There is a wide agreement that the new era of education (especially science education) is defined by rapid knowledge development. Among others, Hase & Kenyon (2000) argue that this rapid rate of change suggests that we should now be looking at a learning approach where it is the learner who determines what and how learning should take place, and point out that self-organized learning may well provide the optimal approach to learning in the twenty-first century. Self-organized learning provides a base for the establishment of a model of learning that goes beyond curriculum and organization centric models, and envisions a new learning model characterized by the convergence of lifelong, informal, and ecological learning within a learner-controlled space. In recent years, self-organized learning is increasingly supported by responsive, open, and personal learning environments, where the learner is in control of her own development and learning. The Personal Learning Environment (PLE) concept translates the principles of self-organized learning into actual practice. From a pedagogical point of view, a PLE-driven approach to learning supports a wide variety of learning experiences outside the institutional boundaries. It puts the learner at the center and gives her control over the learning experience. From a technical point of view, a PLE-driven approach to learning gets beyond centralized learning management systems. A PLE suggests the freeform use of a set of lightweight and loosely coupled tools and services that belong to and are controlled by individual learners. Rather than being restricted to a limited set of services within a centralized institution-controlled system, the idea is to provide the learner with a plethora of different services and hand over control to her to select, use, and remix the services the way she deems fit. A PLE does not only provide personal spaces, which belong to and are controlled by the learner, but also requires a social context by offering means to connect with other personal spaces for effective knowledge sharing and collaborative knowledge creation within open and emergent knowledge ecologies. In the following, we focus on the technical development of PLEs. A PLE is a learner's gate to knowledge. It can be viewed as a self-defined collection of services, tools, and devices that help learners build their Personal Knowledge Networks (PKN), encompassing tacit knowledge nodes (i.e. people) and explicit knowledge nodes (i.e. information). Thus, mechanisms that support learners in building their PLEs become crucial. Mashupsprovide an interesting solution to developing PLEs. In Web terminology, a mashup is a Web site that combines content from more than one source (from multiple Web sites) into an integrated experience. We differentiate between two types of mashups: ·        Mashups by aggregation simply assemble sets of information from different sources side by side within a single interface. Mashups by aggregation do not require advanced programming skills and are often a matter of cutting and pasting from one site to another. Personalized start pages, which are individualized assemblages of feeds and widgets, fall into this category.·        Mashups by integration create more complex applications that integrate different application programming interfaces (APIs) in order to combine data from different sources. Unlike mashups by aggregation, the development of mashups by integration needs considerable programming expertise.  Figure 1: PLEF Abstract View The Personal Learning Environment Framework (PLEF) provides a framework for mashup personal learning environments. An abstract view of PLEF is depicted in Figure 1. PLEF leverages the possibility to plug learning components from multiple sources into a learner-controlled space. This ranges from simply juxtaposing content from different sources (e.g. feeds, widgets, media) into a single interface (mashup by aggregation), to a more complex remixing of different APIs into an integrated application, in order to create entirely different views or uses of the original data (mashup by integration). A conceptual view of PLEF mashup engine is shown in Figure 2. PLEF mashup engine supports both types of mashups i.e. mashups by aggregation and mashup by integration. A key requirement for mashups by aggregation is that content should be available in standardized formats that can be reused easily in other contexts, such as Web feeds, widgets, and image/video formats. PLEF enables learners to use copy-and-paste and drag-and-drop actions to easily juxtapose different learning resources and services (e.g. feeds, widgets, and different media) from multiple learning platforms and service providers within a personalized space. Figure 2: PLEF Mashup Engine  Unlike mashups by aggregation, creating mashups by integration is a time consuming task and impossible for a typical learner with no programming knowledge. Moreover, in order to create mashups by integration, it is difficult to address issues related to data interoperability, integration, and mediation. The concept of semantic mashups (SMashups) (Sheth et al., 2007) addresses these limitations by proposing the semantic annotation of Web services as a solution. SMashups enable to automatically mix-up services, with different input and output formats, based on a semantic description of the same. Driven by the SMashup concept, PLEF supports learners in selecting, managing, and remixing different semantically annotated learning services with minimum effort. Thereby, different Web service annotation standards such as Service Mapping Description (SMD), SA-REST, and SA-WSDL can be used for the semantic description of the services. Driven by the popularity of lightweight RESTful Web services, AJAX, and JSON that build core technologies in the Web 2.0 movement, PLEF focuses more on RESTful Web services with JSON as output format. The Service Mapping Description (SMD) is used to add semantic annotations to arbitrary RESTful Web services. SMD is a novel and simple JSON representation describing a wide array of Web services including REST services and JSON-RPC services (Zyp, 2009). PLEF leverages the SMD annotations of RESTful Web services to facilitate the automatic mediation and creation of learning mashups. References Hase, S. & Kenyon, C. (2000). From Andragogy to Heutagogy. ultibase Journal [On-line]. Available: http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Sheth, A.P., Gomadam, K. & Lathem, J. (2007). SA-REST: Semantically Interoperable and Easier-to-Use Services and Mashups. IEEE Internet Computing, vol. 11, no. 6, pp. 91–94. Zyp K. (2009). Service Mapping Description. [On-line]. Available: http://groups.google.com/group/json-schema/web/service-mapping-description-proposal  Mohamed Amine Chatti Informatik 5 {Information Systems},   RWTH Aachen University, Germany chatti@dbis.rwth-aachen.de                                                                                                                                                                                                                                  Matthias Jarke  Informatik 5 {Information Systems},  RWTH Aachen University, Germany jarke@dbis.rwth-aachen.de    Marcus SpechtOpen University Heerlen, Netherlands marcus.specht@ou.nl
  • Adult Learning Learning Styles Global Learning Framework theory SUNY ESP copyright richard close web

    1. 1. By Richard C. Close The Chrysalis Campaign, Inc. http://globallearningframework.ning.com Global Learning Framework™, Micro Learning Paths™ are a Copyright 2009 Richard C. Close No version can be reproduced in any format without written permission from author Personal Learning Framework™, Learning Styles, PBL with the Internet A Global Learning Framework Webinar Copyright Rclose Downtown Learning Center 2007 Copyright RClose Bridgeport Rescue Mission 2007 A Mentor-Teacher Professional Services Course
    2. 2. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Agenda Teaching Transformation • Nature of collaboration • Discover Your Gifts™ program • Personal Learning Framework™ • VARK Assessment • Myers Brigs Assessment • Project Based Learning • Outcome Copyright RClose Kenya 2007
    3. 3. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Discover Your Gifts™ Program UNESCO Four Pillars 1. Learn to know 2. Learn to do 3. Lear to be 4. Learn to live together Copyright Rclose Downtown Learning Center 2007 Delors, J. (1996) Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-First Century, Paris, UNESCO Publishing Press.
    4. 4. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. How can different learning styles learn together? Copyright Warner Brothers
    5. 5. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Transformational Teams Copyright Rclose Downtown Learning Center 2007
    6. 6. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Collaborative projects has all the learning styles working together in the same song. Kitale youth group conference song to bring parents in. To listen: Click on the speaker Collaboration and Learning Styles Copyright Rclose Downtown Learning Center 2007
    7. 7. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. We learn by positive “packing” Pack to Serve • The Team • Help • Encourage • Coach • Collaborate • Leverage competence • Strife builds character • Manage life • Built on successes • Hope of a better future • Prosperity Copyright Rclose Downtown Learning Center 2007
    8. 8. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. We learn by negative “packing” Pack from fear – The Gang - Tribe – Intimidate – Slander – Suppress – The world hates me – Leverage fear – Anger – Addiction – Enforced failures – Poverty – Crime cycles
    9. 9. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Or we go along The Lone Wolf • Isolated • It’s about me • Rejection • No one cares • I don’t need anyone • Depression • On strife… We avoid risk • One day at a time • Whatever attitude • What future? • Just hanging out in media • Private poverty Copyright RClose Downtown Learning Center 2007
    10. 10. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Will our students be Transformational Leaders Or Labor
    11. 11. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. “Discover Your Gifts™ Program • Adult Learning • UNESCO Based Life Skills program • Rescue Mission • Poverty • 18 Women • Developed by Chrysalis Campaign
    12. 12. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. “A learning style is your gift from God. It is what makes you unique and beautiful. It is how the world needs you. “ Copyright RClose Downtown Learning Center 2007 What are gifts?
    13. 13. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. So how do we learn and create? Copyright RClose Downtown Learning Center 2007
    14. 14. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce
    15. 15. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce
    16. 16. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. How am I special? - Perception Copyright RClose Downtown Learning Center 2007
    17. 17. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce Visual Sight preference(V) Aural Hearing preference (A) Read/write Reading preference (R) Kinesthetic Doing preference (K) Multimodal multiple ways (MM)
    18. 18. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Take the Questionnaire • Take the VARK Questionaire • http://www.vark- learn.com/english/pag e.asp?p=questionnaire
    19. 19. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Download Study Guides for Learning Styles Discuss with your group or write – What have been my study habits? – What worked and did not work? – After reviewing these SWAT guides what can I change to improve how I learn? Visual Study Strategies (V) Aural Study Strategies (A) Read/write Study Strategies (R) Kinesthetic Study Strategies (K) Multimodal Study Strategies (MM)
    20. 20. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Tips for coaching a group in learning styles • Everyone is different just like the different flowers in a garden. None is better than the other. • If you are read/write talk under your breath, take tests under you breath. • Do not fight your style… Use it to your advantage. • Listen to other peoples styles as they talk. Talk to them in their learning style or they will not understand you. • Who is close to you in life perceives things differently than you, how and why? • When you interview for a job ask the employer who would be the ideal person for the job? List and you will hear their learning style. Respond in their style.
    21. 21. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. How am I special? - Processing Copyright RClose Downtown Learning Center 2007
    22. 22. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Skills Production Competencies How we perceive, process and produce Favorite world: Introvert (I) or Extravert (E) Information: Sensing (S) or Intuiting (N): Decisions: Thinking (T): or Feeling (F): Structure: Judging (J) or Perceiving (P) from: http://www.myersbriggs.org/my-mbti- personality-type/mbti-basics/
    23. 23. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Take the Intelligence Questionnaire Goto: Meyers Briggs Assessment http://tinyurl.com/lrtz8lc
    24. 24. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Based on your Myers Briggs questionnaire, reflect on how your profile and on how you react interact with the world? Discuss with your group or write – What is my Myers Brigs profile? – Do I agree or disagree with the Profile? – Does this explain have and have not fit in with jobs? – Does this explain have and have not fit in with family and friends? – What might I do differently in life based on this analysis?
    25. 25. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Tips for coaching a group on Personalities • Everyone is different just like the different flowers in a garden. None is better than the other. • Do not fight your profile… Use it to your advantage. • Listen to other peoples styles as they talk. Talk to them about things that mater most to them. • Who is close to you in life lives life differently than you, how and why? • When you interview for a job ask the employer who would be the ideal person for the job? List and you will hear their profile.
    26. 26. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. How am I special? - Creating Copyright RClose Downtown Learning Center 2007
    27. 27. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce • Communication Competencies • Creative Competencies (art music etc.) • Workforce Skills • Life Skills • Literacy Competencies • Cultural Competencies
    28. 28. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. How am I special? - Produce Copyright RClose Downtown Learning Center 2007
    29. 29. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Magic of Project Based Learning http://www.bie.org/about/t he_bie_story/  Is intended to teach significant content  Requires critical thinking, problem solving, collaboration, and various forms of communication  Requires inquiry as part of the process of learning and creating something new  Is organized around an open-ended Driving Question  Creates a need to know essential content and skills  Allows some degree of student voice and choice  Includes processes for revision and reflection  They create, and are asked to think about what and how they are learning.  Involves a public audience
    30. 30. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Trans-contextual Thinking • A neurological way of demonstrating being fully engaged. • Trans-contextual thinking: linking elements that normally don’t go together. • This Is Your Brain On Type Dario Nardi San Diego, March 2008 Craig, Joy http://www.keys2cognition.com/papers/ EEGandSocialCognition.pdf
    31. 31. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. How am I special? - Collaboration Copyright RClose Downtown Learning Center 2007
    32. 32. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce
    33. 33. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Environment Framework – IEEE How we process and organize on the matrix Learning Technology publication of IEEE Computer Society’s, July 2009, Volume 11 Issue 3, from http://lttf.ieee.org/issues/july2009/index.html Self-organized learning
    34. 34. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce
    35. 35. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. You can use the PBL tools you have now to change our children’s lives • Teach within the curriculum • Solve issues with Internet • Teach problem solving • Teach collaboration • Trust the Students
    36. 36. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Why PBL brings it all together The power of collaboration  I takes different types to make the world go round  We need to understand how each fit into the whole  We need other viewpoints on a problem  We need to optimize how we learn, process and create. Copyright RClose Downtown Learning Center 2009
    37. 37. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ • What we Perceive – Content Pushed in – Content Pulled in – Content Collaboration • What we Produce – Adoption – Validation Trial and error – Interaction with the world • How we Process – Learning Styles – Filters that Life Skills creates – Motivators that Life Skills create – Context collaboration • Motivators & Values – Life Skills – Values – Media Culture – Character –Religion –Family Culture Personal Cognitive Frameworks Produce Creative Content Perceived Objective Content Physical Non-Physical Process Knowledge & Contexts in Matrix Frameworks
    38. 38. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Outcomes Transforming people into Life Learners who love: • one another • the curiosity of exploring • contributing in teams • solving problems • helping others • life Copyright RClose Downtown Learning Center 2007
    39. 39. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. The world is waiting… School Kids Kitale Kenya Copyright Richard C. Close
    40. 40. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Questions By Richard C. Close The Chrysalis Campaign, Inc. New Milford, CT 06776 rclose@richardclose.info Twitter: iamafricastory Contest at: http://this-is-my-story.ning.com Chrysalis Campaign. Inc. Site: http://globallearningframework.ning.com Micro Learning Paths, Global Learning Framework, Global Learning Process are Copyright 2011 Richard C. Close Web Education System, My Web Library are Trademark s of Bascom, Inc. www.bascom.com Space Images Copyright NASA. Africa and Brooklyn, NY photography copyright 2007-9 Richard C. Close Sponsored by
    41. 41. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce
    42. 42. Global Learning Framework© Copyright 2009 Richard C. Close, No version can be reproduced in any format. Personal Learning Framework™ Collaborative Input Personal Processing Collaborative Output The Creative Loop Perceptual Filters Production Competencies How we perceive, process and produce

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