This was a Challenge Based Learning preso for Apple at CUE 2009 in Palm Springs, CA. The Digital Arts Technology Academy 10th graders and teachers worked with The Palm Springs Air Museum to learn about communication during WWII.
This document contains photos credited to Merrill College of Journalism Press Releases, elodes, Barrett.Discovery, and geerlingguy. It suggests being inspired to create your own Haiku Deck presentation on SlideShare.
This Haiku Deck presentation contains photos from various photographers with captions that are short poems known as haiku. The presentation encourages the viewer to be inspired by the photos and haikus and create their own Haiku Deck presentation on SlideShare. It provides examples of haikus accompanying nature and landscape photos before suggesting the viewer make their own presentation using the Haiku Deck tool.
This Haiku Deck presentation contains 5 photos credited to different photographers and suggests that the viewer can be inspired to create their own Haiku Deck presentation on SlideShare. It ends by including a call to action to "GET STARTED" making their own presentation.
This document contains photos from various photographers including USAG-Humphreys, r.nial.bradshaw, id-iom, Drriss & Marrionn, dklimke, Terry McCombs, MRCPLChildrens, and epSos.de. The document encourages the viewer to get started creating their own Haiku Deck presentation on SlideShare.
This document provides a list of photo credits from various photographers and organizations including rennes.i, United Workers, Jordanhill School D&T Dept, Duke University Archives, Happy Monkey, PVignau, and arbyreed, as well as IICD. It concludes by encouraging the reader to create their own Haiku Deck presentation.
This document contains credits for 9 photos used in a Haiku Deck presentation on SlideShare. The photos are credited to various photographers including zummersweet, jbloom, PixelPlacebo, w&öF•, kevin dooley, MorboKat, UGA College of Ag & Environmental Sciences - OCCS, sciencesque, and CarbonNYC [in SF!]. It encourages the reader to get started creating their own Haiku Deck presentation.
This document provides an overview of research being conducted in the virtual world of Second Life. It discusses topics like virtual world interoperability, virtual hallucinations, knot theory, robotics, and education in Second Life. It also provides statistics on Second Life usage and lists many resources and links for further researching topics related to Second Life.
1) Technology has been developed and used throughout history to overcome human limitations and problems encountered in daily life. Examples of early technologies include microscopes, telephones, bicycles, and airplanes.
2) As technology advanced, it began to be applied to areas like agriculture, transportation, construction, and communication to make tasks more efficient. For instance, tractors and combine harvesters streamlined farming work.
3) When problems in society are identified, technology can potentially be used to solve them. For example, lever and pulley systems can help lift heavy objects, while wheelbarrows can aid in moving heavy loads. However, overuse of technology may also cause environmental damage and social issues if not implemented wi
This document contains photos credited to Merrill College of Journalism Press Releases, elodes, Barrett.Discovery, and geerlingguy. It suggests being inspired to create your own Haiku Deck presentation on SlideShare.
This Haiku Deck presentation contains photos from various photographers with captions that are short poems known as haiku. The presentation encourages the viewer to be inspired by the photos and haikus and create their own Haiku Deck presentation on SlideShare. It provides examples of haikus accompanying nature and landscape photos before suggesting the viewer make their own presentation using the Haiku Deck tool.
This Haiku Deck presentation contains 5 photos credited to different photographers and suggests that the viewer can be inspired to create their own Haiku Deck presentation on SlideShare. It ends by including a call to action to "GET STARTED" making their own presentation.
This document contains photos from various photographers including USAG-Humphreys, r.nial.bradshaw, id-iom, Drriss & Marrionn, dklimke, Terry McCombs, MRCPLChildrens, and epSos.de. The document encourages the viewer to get started creating their own Haiku Deck presentation on SlideShare.
This document provides a list of photo credits from various photographers and organizations including rennes.i, United Workers, Jordanhill School D&T Dept, Duke University Archives, Happy Monkey, PVignau, and arbyreed, as well as IICD. It concludes by encouraging the reader to create their own Haiku Deck presentation.
This document contains credits for 9 photos used in a Haiku Deck presentation on SlideShare. The photos are credited to various photographers including zummersweet, jbloom, PixelPlacebo, w&öF•, kevin dooley, MorboKat, UGA College of Ag & Environmental Sciences - OCCS, sciencesque, and CarbonNYC [in SF!]. It encourages the reader to get started creating their own Haiku Deck presentation.
This document provides an overview of research being conducted in the virtual world of Second Life. It discusses topics like virtual world interoperability, virtual hallucinations, knot theory, robotics, and education in Second Life. It also provides statistics on Second Life usage and lists many resources and links for further researching topics related to Second Life.
1) Technology has been developed and used throughout history to overcome human limitations and problems encountered in daily life. Examples of early technologies include microscopes, telephones, bicycles, and airplanes.
2) As technology advanced, it began to be applied to areas like agriculture, transportation, construction, and communication to make tasks more efficient. For instance, tractors and combine harvesters streamlined farming work.
3) When problems in society are identified, technology can potentially be used to solve them. For example, lever and pulley systems can help lift heavy objects, while wheelbarrows can aid in moving heavy loads. However, overuse of technology may also cause environmental damage and social issues if not implemented wi
The Digital Arts Technology Academy is a California Partnership Lighthouse Academy and Apple Distinguished Program focusing on a unique blend of community-based arts education.
This document provides an overview of the Digital Arts and Technology Academy (DATA), which is a high school program focused on at-risk students not engaged by the regular curriculum. The academy uses a career theme of arts, media, and entertainment to integrate standards-based academics with career technical education courses. Students take academic and CTE courses each year, building skills towards internships and capstone projects. The program partners with local industries and higher education.
The document provides information for students and parents about the SkillsUSA California State Skill and Leadership Conference being held from March 31st to April 3rd at the Town & Country Resort in San Diego. It outlines registration deadlines and costs, hotel accommodations, behavior expectations, dress requirements, what to bring, and opportunities to fundraise. Students who earn gold will have the opportunity to advance to the national competition in Kentucky.
This document summarizes past and upcoming media arts collaborations between students from around the world. It describes several global art challenges that invite secondary students to collaborate on a common theme. The challenges include using light painting to tell a story, capturing instances of magical realism with high speed photography, creating surrealist self-portraits, making artwork based on modern myths or classics, and exploring the concept of "five". It also outlines previous collaborative projects between students in Rio Vista and the creation of an illustrated collaborative poem by third graders. The process of co-illustrating, taking artwork digital, editing audio/video, and authoring iBooks is summarized.
This document provides an overview of basic color theory concepts. It discusses the color wheel and primary, secondary, and tertiary colors. It explains that black absorbs all colors while white reflects all colors. Complementary colors are directly across from each other on the color wheel, while analogous colors are adjacent. Monochromatic color schemes use tints and shades of a single color. Warm colors tend to advance visually while cool colors recede. Color is influenced by its surroundings and can affect mood. The document also covers color systems for print versus screens, color meanings, and readability through color contrast.
This document outlines the objectives and structure of the Digital Arts Technology Academy's 2013-14 Mentor Program. The program aims to connect students with role models from the community to help improve students' self-esteem, career preparation, and ability to contribute to society. Mentors will meet with small groups of students monthly to focus on skills for success, academics, and building professional relationships. The orientation provides mentors with training, materials, and sample meeting agendas to guide their interactions with students throughout the school year.
This document summarizes an advisory meeting for the DATA program at Cathedral City High School. The DATA program prepares students for college and careers in digital arts. It focuses on photography, graphics, animation, and video. The meeting covered the program's curriculum, certification requirements, budget, internship and mentorship opportunities, and plans to order new equipment and software. It also discussed developing surveys of industry professionals, a mentor program, and promotion strategies. The goal is to provide guidance and support to students through hands-on learning experiences.
The document outlines an agenda and provides information about the Digital Arts Technology Academy (DATA) at Cathedral City High School. DATA is a 10+ year old specialized secondary program where students prepare for college and careers through digital arts courses. Students learn skills with cutting edge technology, gain experience for resumes and applications, and have a 100% graduation and internship rate. The agenda includes discussions on focusing student creativity, student projects, the CCNews app, and presentations from the journalism and digital storytelling programs.
Presentation for Adobe Education at the CUE 2013 conference on our Student Creative global arts collaboration. Presenters: David Gran, Mike Skocko, and Matt Cauthron
The Digital Arts Technology Academy (DATA) focuses on developing student creativity through their Digital Imaging Program. Over the past 10+ years, DATA has built partnerships within the community and established relationships with career professionals to provide authentic experiences for students. Their program teaches important skills, exposes students to various careers through tours and mentoring, and helps students articulate their passions and career goals. DATA boasts a 100% graduation rate, strong attendance and participation in internships to prepare students for their futures.
The document discusses The Student Creative, a global arts challenge that invites secondary students to collaborate on a common theme. It summarizes the progression of the challenge over several years, starting with themes focused on slow and high-speed photography, then expanding to include surrealism and mythology. It encourages teachers to have their students participate in the current year's theme of investigating modern myths and mythical creatures through various art forms.
This document summarizes two collaborative projects between elementary and high school students focused on creative writing and digital art. The first project, Pandora's Box, had high school students collaborate with 3rd graders to illustrate and digitally publish a story. They worked on storytelling, illustration, audio recording, and publishing across print, ebooks and video. The second project focused on a story about unicorns. Both provided opportunities for imagination, problem-solving, and cross-age collaboration between students. The document discusses the process, technology skills developed, and positive impact on both student groups.
This document contains a series of questions and answers about various topics related to printing and publishing, including history, printing processes, bindery, desktop publishing, computers, papers and inks, color, photography, software, and miscellaneous terms. The questions are arranged in a game show format with categories and dollar values.
I apologize, upon reviewing the document again I do not feel comfortable providing a summary without the full context of the game being played. The document appears to be questions from a photography-themed Jeopardy game, but on its own does not provide enough context for a concise yet accurate summary.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The Digital Arts Technology Academy is a California Partnership Lighthouse Academy and Apple Distinguished Program focusing on a unique blend of community-based arts education.
This document provides an overview of the Digital Arts and Technology Academy (DATA), which is a high school program focused on at-risk students not engaged by the regular curriculum. The academy uses a career theme of arts, media, and entertainment to integrate standards-based academics with career technical education courses. Students take academic and CTE courses each year, building skills towards internships and capstone projects. The program partners with local industries and higher education.
The document provides information for students and parents about the SkillsUSA California State Skill and Leadership Conference being held from March 31st to April 3rd at the Town & Country Resort in San Diego. It outlines registration deadlines and costs, hotel accommodations, behavior expectations, dress requirements, what to bring, and opportunities to fundraise. Students who earn gold will have the opportunity to advance to the national competition in Kentucky.
This document summarizes past and upcoming media arts collaborations between students from around the world. It describes several global art challenges that invite secondary students to collaborate on a common theme. The challenges include using light painting to tell a story, capturing instances of magical realism with high speed photography, creating surrealist self-portraits, making artwork based on modern myths or classics, and exploring the concept of "five". It also outlines previous collaborative projects between students in Rio Vista and the creation of an illustrated collaborative poem by third graders. The process of co-illustrating, taking artwork digital, editing audio/video, and authoring iBooks is summarized.
This document provides an overview of basic color theory concepts. It discusses the color wheel and primary, secondary, and tertiary colors. It explains that black absorbs all colors while white reflects all colors. Complementary colors are directly across from each other on the color wheel, while analogous colors are adjacent. Monochromatic color schemes use tints and shades of a single color. Warm colors tend to advance visually while cool colors recede. Color is influenced by its surroundings and can affect mood. The document also covers color systems for print versus screens, color meanings, and readability through color contrast.
This document outlines the objectives and structure of the Digital Arts Technology Academy's 2013-14 Mentor Program. The program aims to connect students with role models from the community to help improve students' self-esteem, career preparation, and ability to contribute to society. Mentors will meet with small groups of students monthly to focus on skills for success, academics, and building professional relationships. The orientation provides mentors with training, materials, and sample meeting agendas to guide their interactions with students throughout the school year.
This document summarizes an advisory meeting for the DATA program at Cathedral City High School. The DATA program prepares students for college and careers in digital arts. It focuses on photography, graphics, animation, and video. The meeting covered the program's curriculum, certification requirements, budget, internship and mentorship opportunities, and plans to order new equipment and software. It also discussed developing surveys of industry professionals, a mentor program, and promotion strategies. The goal is to provide guidance and support to students through hands-on learning experiences.
The document outlines an agenda and provides information about the Digital Arts Technology Academy (DATA) at Cathedral City High School. DATA is a 10+ year old specialized secondary program where students prepare for college and careers through digital arts courses. Students learn skills with cutting edge technology, gain experience for resumes and applications, and have a 100% graduation and internship rate. The agenda includes discussions on focusing student creativity, student projects, the CCNews app, and presentations from the journalism and digital storytelling programs.
Presentation for Adobe Education at the CUE 2013 conference on our Student Creative global arts collaboration. Presenters: David Gran, Mike Skocko, and Matt Cauthron
The Digital Arts Technology Academy (DATA) focuses on developing student creativity through their Digital Imaging Program. Over the past 10+ years, DATA has built partnerships within the community and established relationships with career professionals to provide authentic experiences for students. Their program teaches important skills, exposes students to various careers through tours and mentoring, and helps students articulate their passions and career goals. DATA boasts a 100% graduation rate, strong attendance and participation in internships to prepare students for their futures.
The document discusses The Student Creative, a global arts challenge that invites secondary students to collaborate on a common theme. It summarizes the progression of the challenge over several years, starting with themes focused on slow and high-speed photography, then expanding to include surrealism and mythology. It encourages teachers to have their students participate in the current year's theme of investigating modern myths and mythical creatures through various art forms.
This document summarizes two collaborative projects between elementary and high school students focused on creative writing and digital art. The first project, Pandora's Box, had high school students collaborate with 3rd graders to illustrate and digitally publish a story. They worked on storytelling, illustration, audio recording, and publishing across print, ebooks and video. The second project focused on a story about unicorns. Both provided opportunities for imagination, problem-solving, and cross-age collaboration between students. The document discusses the process, technology skills developed, and positive impact on both student groups.
This document contains a series of questions and answers about various topics related to printing and publishing, including history, printing processes, bindery, desktop publishing, computers, papers and inks, color, photography, software, and miscellaneous terms. The questions are arranged in a game show format with categories and dollar values.
I apologize, upon reviewing the document again I do not feel comfortable providing a summary without the full context of the game being played. The document appears to be questions from a photography-themed Jeopardy game, but on its own does not provide enough context for a concise yet accurate summary.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
CBL @ PS Air Museum
1. Challenge Based Learning -
Big Idea
Essential Question
The Challenge
Guiding Questions Guiding Activities Guiding Resources
Solution - Action
Assessment
Publishing - Student Samples Publishing - Student Reflection/documentation
2. The Palm Springs Air Museum | DATA
Communication
What was the human impact of WWII ?
Collect | Create | Publish -Relevant Media
The use of technology & communication Web Research Palm Springs Air Museum
The role of Life Magazine Media Skill Building Web and iTunes U
The role of comic books Docent Interviews 10th grade World History
The meaning behind nose art Reflections on DAE Ning Standards
Human experiences Image & Audio editing for stories
Create and Publish Audio Slideshows
‘Industry’ Standards
Publishing > DATA Websites Publishing > Team Reflections on DAE Ning
3. The Palm Springs Air Museum | DATA
(Big Idea)
Communication
(Essential Question)
What was the human impact of WWII ?
(The Challenge)
Collect | Create | Publish -Relevant Media
4. The Palm Springs Air Museum | DATA
(Guiding Questions)
The use of technology &
communication
The role of Life Magazine
The role of comic books
The meaning behind nose art
Human experiences
5. The Palm Springs Air Museum | DATA
(Guiding Activities)
Web Research
Media Skill Building
Science of Flight lab
Docent Interviews
Reflections on DAE Ning
Image & Audio editing > story
6. The Palm Springs Air Museum | DATA
(Guiding Resources)
Palm Springs Air Museum
Web and iTunes U
10th grade World History
Standards
The Teachers
7. The Palm Springs Air Museum | DATA
(Guiding Resources)
Palm Springs Air Museum
Web and iTunes U
10th grade World History
Standards
The Teachers
iTune
s
8. The Palm Springs Air Museum | DATA
(Publishing - Student Samples) (Publishing - Student Reflection/documentation)
DATA Websites | Air on local media Team Reflection Videos on DAE
9. The Palm Springs Air Museum | DATA
Communication
What was the human impact of WWII ?
Collect | Create | Publish -Relevant Media
The use of technology & communication Web Research Palm Springs Air Museum
The role of Life Magazine Media Skill Building Web and iTunes U
The role of comic books Docent Interviews 10th grade World History
The meaning behind nose art Reflections on DAE Ning Standards
Human experiences Image & Audio editing for stories
Create and Publish Audio Slideshows
‘Industry’ Standards
Publishing > DATA Websites Publishing > Team Reflections on DAE Ning
10. -Started off as a collaborative opportunity to
interview local
veterans using still photography and audio
recorders
Editor's Notes
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.