This document summarizes discussions from several conferences focused on integrating arts and sciences in education (STEM to STEAM). Key topics included defining STEAM and determining best practices for implementation. Examples were provided of projects integrating subjects like dance cognition, medical drawing to build empathy, and using artistic projects to teach math and science concepts. Barriers to integration like teacher training and resources were discussed. Attendees emphasized the importance of collaboration between educators and finding ways to apply integrated learning both in and out of traditional classrooms.
Neo evolutionism emerged in the 1930s as a social theory to explain the evolution of societies. Prominent scholars like Julian Steward, Leslie White, and V. Gordon Childe incorporated evolutionary ideas with sociology and anthropology. Neo evolutionism rejected ideas of classical social evolutionism like determinism and universal stages of development. Instead, it emphasized empirical evidence, probability over determinism, and the possibility of different cultural pathways of evolution. Key aspects included Steward's concepts of multilinear evolution and cultural ecology, White's theory relating energy capture to cultural development, and Childe's analysis of major events like agriculture and urbanization shaping cultural evolution.
This presentation will give a basic idea about our society. This will be useful for students of BVSc & AH, MVSc, MSW, Btech dairy science, BSc Agri etc
Community education advocates for innovative programs that advance community learning and sustainability through collaboration between community members. It aims to equip communities with the skills needed to undertake activities and is about educating communities and groups, not just individuals. Community education is learner-centered, for everyone, covers a wide variety of learning, and responds to the community. It uses learning for both individual and community betterment by involving people of all ages and using community resources to create change. Community educators provide knowledge and skills to create self-sufficiency, interdependence, and a participatory learning culture within communities.
This document provides information about social change and conflict. It discusses key concepts like social problems, the process of social change, and resistance to change. It also outlines several causes of social change such as culture, conflict, technology, and population growth. Examples of social and political conflicts throughout history are provided, including the Crusades, French Revolution, World Wars, and conflicts involving Pakistan.
Industrial sociology is the scientific study of human social behavior and interactions within industrial settings, including work organizations, labor markets, and the effects of technological change and globalization. It examines relationships within businesses between owners, managers, and workers, as well as the conditions affecting industries like politics, laws, and economic performance. Industrial relations encompass the whole field of relationships that exist due to necessary collaboration between men and women in industry, including organizations of workers and management, the state, companies, and individual workers. The goal of industrial relations is to avoid disputes and raise productivity through collective bargaining, participation, and mutual trust between unions and management.
Application of gis and remote sensing in disease prevention and control withDr. Ramkesh Prasad
Remote sensing uses sensors to acquire information about objects or areas without direct contact. It can be passive, using natural radiation sources, or active, using artificial sources. GIS organizes spatial data in databases and allows for visualization and analysis. Both tools have many applications in public health, including disease surveillance, outbreak prediction and response, health resource allocation, and monitoring interventions over time. In Assam, a project used remote sensing and GIS along with epidemiological data to develop an early warning system for Japanese encephalitis outbreaks from 2002-2006. The NRHM in Assam has also created a web-based GIS system for health facility planning and management. Overall, remote sensing and GIS are valuable tools for improving public health when
This document discusses public policy formulation. It begins with defining policy and outlining the policy formulation process. This includes initiating a policy, forming a task force, diagnosing the situation, drafting the policy, obtaining approval, implementing, and monitoring/evaluating. Key features of a good policy are also described such as legal validity, consistency, feasibility, resources, and social acceptance. The document then discusses Pakistan's experience with policy formulation, noting both successes and weaknesses such as procedural issues, institutional overstepping, lack of evaluation, and inadequate implementation. It concludes by emphasizing the importance of studying existing policies and political party platforms when developing new policies.
Neo evolutionism emerged in the 1930s as a social theory to explain the evolution of societies. Prominent scholars like Julian Steward, Leslie White, and V. Gordon Childe incorporated evolutionary ideas with sociology and anthropology. Neo evolutionism rejected ideas of classical social evolutionism like determinism and universal stages of development. Instead, it emphasized empirical evidence, probability over determinism, and the possibility of different cultural pathways of evolution. Key aspects included Steward's concepts of multilinear evolution and cultural ecology, White's theory relating energy capture to cultural development, and Childe's analysis of major events like agriculture and urbanization shaping cultural evolution.
This presentation will give a basic idea about our society. This will be useful for students of BVSc & AH, MVSc, MSW, Btech dairy science, BSc Agri etc
Community education advocates for innovative programs that advance community learning and sustainability through collaboration between community members. It aims to equip communities with the skills needed to undertake activities and is about educating communities and groups, not just individuals. Community education is learner-centered, for everyone, covers a wide variety of learning, and responds to the community. It uses learning for both individual and community betterment by involving people of all ages and using community resources to create change. Community educators provide knowledge and skills to create self-sufficiency, interdependence, and a participatory learning culture within communities.
This document provides information about social change and conflict. It discusses key concepts like social problems, the process of social change, and resistance to change. It also outlines several causes of social change such as culture, conflict, technology, and population growth. Examples of social and political conflicts throughout history are provided, including the Crusades, French Revolution, World Wars, and conflicts involving Pakistan.
Industrial sociology is the scientific study of human social behavior and interactions within industrial settings, including work organizations, labor markets, and the effects of technological change and globalization. It examines relationships within businesses between owners, managers, and workers, as well as the conditions affecting industries like politics, laws, and economic performance. Industrial relations encompass the whole field of relationships that exist due to necessary collaboration between men and women in industry, including organizations of workers and management, the state, companies, and individual workers. The goal of industrial relations is to avoid disputes and raise productivity through collective bargaining, participation, and mutual trust between unions and management.
Application of gis and remote sensing in disease prevention and control withDr. Ramkesh Prasad
Remote sensing uses sensors to acquire information about objects or areas without direct contact. It can be passive, using natural radiation sources, or active, using artificial sources. GIS organizes spatial data in databases and allows for visualization and analysis. Both tools have many applications in public health, including disease surveillance, outbreak prediction and response, health resource allocation, and monitoring interventions over time. In Assam, a project used remote sensing and GIS along with epidemiological data to develop an early warning system for Japanese encephalitis outbreaks from 2002-2006. The NRHM in Assam has also created a web-based GIS system for health facility planning and management. Overall, remote sensing and GIS are valuable tools for improving public health when
This document discusses public policy formulation. It begins with defining policy and outlining the policy formulation process. This includes initiating a policy, forming a task force, diagnosing the situation, drafting the policy, obtaining approval, implementing, and monitoring/evaluating. Key features of a good policy are also described such as legal validity, consistency, feasibility, resources, and social acceptance. The document then discusses Pakistan's experience with policy formulation, noting both successes and weaknesses such as procedural issues, institutional overstepping, lack of evaluation, and inadequate implementation. It concludes by emphasizing the importance of studying existing policies and political party platforms when developing new policies.
Social policy in Zimbabwe is both relevant and irrelevant. Find out why it is like that.This is a student's essay therefore one should not put trust in this assignment with all confidence..
This Seminar presentation is made by Shrikrishna Kesharwani
1ST YEAR, Transportation engineering student
NIT WARANGAL
FOLLOW ME ON INSTAGRAM
@SHRIKRISHNAKESHARWANI
Models of policy making and the concept of power in policyNayyar Kazmi
The document discusses different models of policy making and concepts of power in policy making. It describes four models:
1) The rational model which aims to make the best decision by defining problems, establishing goals, generating alternatives, and selecting the best option.
2) The bounded rationality model which aims for a satisfactory decision by analyzing problems and establishing criteria for acceptable solutions.
3) The incremental model which involves successive limited comparisons and trial-and-error adjustments.
4) The mixed scanning model which combines bounded rationality and incrementalism, using broad goals to guide incremental decisions.
The document also discusses three dimensions of power: decision making power, agenda-setting power, and thought control power. It outlines three sources
This document defines community development and outlines various approaches, strategies, and policies related to community development. It discusses definitions of community development, key qualities, reasons for community development, and differences between development "in" and "of" a community. It then describes three main approaches to community development: technical assistance, conflict, and self-help. Finally, it outlines various strategies for community development including locality development, social action, social planning, and capacity building, as well as policies that support community development.
Participatory Rural Appraisal (PRA) and Rapid Rural Appraisal (RRA) are approaches used by organizations for international development to incorporate local rural community knowledge and opinions into management of development projects and programs. PRA advocates that rural communities themselves can provide solutions to their own problems, while RRA involves multidisciplinary teams conducting semi-structured field research to form new hypotheses about rural life and obtain information quickly from multiple perspectives. Both aim to avoid biases by directly involving local people and obtaining their input and knowledge through techniques like participatory mapping, modeling daily activities, and diagrams.
GIS based Supply Chain Analysis of Maize & Business Plan for Maize Feed Indus...SUDARSHAN KUMAR PATEL
The document analyzes the maize supply chain in Chhattisgarh, India using GIS tools to assess business potential for a maize feed industry. It finds that maize production and livestock populations are high but feed demand exceeds local supply. It proposes establishing a 100MT/day maize feed plant in Sarguja district to capture market opportunities. Financial projections estimate the plant would require Rs. 300 lakh capital with 50% capacity utilization in year 1 growing to 75% by year 8, generating profits to expand operations.
Public policy is influenced by many internal and external factors. Internal factors include public opinion, the economy, technology, and interest groups, while external factors are donor agencies, neighboring countries, socio-cultural conditions, and political activities. Public opinion strongly influences policy through protests and elections. The economy can enable or constrain policy based on available resources. Technology provides new solutions but also changes business environments. Interest groups advocate for policies benefiting their members. Donor agencies provide aid with policy conditions. Neighboring country relationships and demands also shape policy. Socio-cultural norms must be considered. Political parties compete over policy control through debates and demands.
This document provides an overview of sociological theory, outlining its early origins with thinkers like Auguste Comte, Emile Durkheim, Karl Marx, and Max Weber. It then discusses later developments with George Herbert Mead and Talcott Parsons, before examining present-day approaches including the continuation of functionalism, structuralism, symbolic interactionism, and Marxism. Key concepts from different theorists are summarized for each approach.
This document discusses community mobilization for health promotion. It defines a community and community mobilization. The objectives of community mobilization are to create awareness of health issues, motivate community participation, and support communities to address their own health needs. Key steps in community mobilization include creating awareness, motivating communities, sharing information, and supporting communities to generate their own resources. Factors that influence community acceptance of health services include knowledge, beliefs, attitudes, values, social influence, and accessibility of services.
This document provides an overview of cadastre and cadastral surveying. It discusses the basic components of a cadastre including cadastral surveying and mapping, land registration, and property taxation. It also describes parcel index maps, parcel maps, land tenure types, cadastral databases, the role of surveyors, procedures for cadastral surveying, and key aspects of boundaries and their demarcation. The overall purpose of cadastre and cadastral surveying is to precisely define and record land parcels to support land registration and ownership.
This document discusses participatory rural appraisal (PRA) and related methodologies. PRA involves local communities in the assessment of their needs and resources through participatory techniques. It aims to gather qualitative information in a bottom-up, flexible manner. Some key PRA techniques discussed include participatory mapping, seasonal calendars, wealth rankings, and semi-structured interviewing. PRA seeks to overcome some limitations of earlier rapid rural appraisal approaches by increasing participation and incorporating local knowledge. Related methodologies like participatory technology development also take collaborative, community-based approaches.
The conflict perspective views society as made up of groups competing for limited resources that are unevenly distributed, which causes tensions and conflicts that become agents of social change. It was originated by Karl Marx and later expanded on by C. Wright Mills, who argued that societies inherently have conflicts due to unequal distributions of power and wealth where dominant groups control social structures. Mills agreed with Marxist views of the importance of conflict in society.
Asslam o alaikum dear students, my name is Nadeem Altaf. I am from Pakistan. I am a student & there isan topic about Graeco Latin Square Design and Other designs
This document discusses the policy making process. It begins by defining what a policy is, including that it guides decision making and translates vision into action. It then outlines the major steps in policy making - defining the policy issue, developing potential policy options to address it, and making a decision on the best option to implement. It emphasizes that the process should be informed by facts, include input from stakeholders, and involve public debate on alternatives. The goal is to select a policy that benefits the public while respecting individual rights.
This paper discusses the evolution of health care information systems and how they affect the day to day operations in hospitals today compared to years ago. It discusses the effect it has on patient care and reimbursement. It compares the collection of data today, using technology, and how data was collected years ago.
The document discusses the participatory approach (PA) to community development. It defines PA as actively involving community members in decision-making regarding projects and programs that affect them. The key concepts of PA include collaborative efforts led by community members to think and act independently to control their own development. Some principles of PA are inclusion, equal partnership, transparency, and empowerment. Participatory rural appraisal (PRA) tools like semi-structured interviews and mapping are discussed. PA aims to gather just enough information to make recommendations through techniques like triangulation of data sources.
This chapter discusses different types of social interaction including exchange, cooperation, conflict, and competition. It defines key concepts like status, roles, role sets, role strain, and role conflict. It also covers dramaturgy's view of social interaction as performance and impression management. Finally, it explains ethnomethodology as the study of the implicit rules and norms that govern social behavior.
Module 4: Responding to a GBV disclosure as a non-GBV specialistGBV Guidelines
This document provides guidance on responding to gender-based violence in humanitarian settings. It discusses the importance of a survivor-centered approach that respects the survivor's rights, dignity, and autonomy to make their own decisions. It also covers topics like psychological first aid, referrals to support services, applying guiding principles like safety and confidentiality, and examples of adhering or not adhering to these principles in potential case studies. The overall document aims to help non-specialists appropriately respond to and support survivors of gender-based violence.
Immanuel Wallerstein was born in 1930 in New York where he grew up and obtained his BS, MA, and PhD degrees from Columbia University where he remained a faculty member from 1958 to 1971. He aimed to provide a new theoretical paradigm to guide investigations into the emergence of capitalism, industrialization, and national states by achieving a conceptual break from modernization theories.
Art of Science Learning, Research Working Group NotesHarvey Seifter
The document summarizes discussions from two conferences about research on the relationship between arts education and STEM performance. At the first conference, participants examined existing studies and considered claims they could make about how arts engagement improves STEM skills. They discussed the need for more sophisticated quantitative studies and neurological research. The second conference discussed potential areas of research, including how arts education relates to graduation rates, transfer of skills between domains, and integrated curricula. Participants also debated how to define and measure creativity.
The document summarizes discussions from two conferences about research on the relationship between arts education and STEM performance. At the first conference, the group examined existing studies on this topic and considered ways to improve future research designs. They discussed 20 claims about how arts education may improve skills in other disciplines. At the second conference, participants discussed priorities for future research, including studying metacognition, the effects of arts education on graduation rates, and the impacts of integrated arts and STEM curricula. They also debated how to define and measure concepts like creativity.
Social policy in Zimbabwe is both relevant and irrelevant. Find out why it is like that.This is a student's essay therefore one should not put trust in this assignment with all confidence..
This Seminar presentation is made by Shrikrishna Kesharwani
1ST YEAR, Transportation engineering student
NIT WARANGAL
FOLLOW ME ON INSTAGRAM
@SHRIKRISHNAKESHARWANI
Models of policy making and the concept of power in policyNayyar Kazmi
The document discusses different models of policy making and concepts of power in policy making. It describes four models:
1) The rational model which aims to make the best decision by defining problems, establishing goals, generating alternatives, and selecting the best option.
2) The bounded rationality model which aims for a satisfactory decision by analyzing problems and establishing criteria for acceptable solutions.
3) The incremental model which involves successive limited comparisons and trial-and-error adjustments.
4) The mixed scanning model which combines bounded rationality and incrementalism, using broad goals to guide incremental decisions.
The document also discusses three dimensions of power: decision making power, agenda-setting power, and thought control power. It outlines three sources
This document defines community development and outlines various approaches, strategies, and policies related to community development. It discusses definitions of community development, key qualities, reasons for community development, and differences between development "in" and "of" a community. It then describes three main approaches to community development: technical assistance, conflict, and self-help. Finally, it outlines various strategies for community development including locality development, social action, social planning, and capacity building, as well as policies that support community development.
Participatory Rural Appraisal (PRA) and Rapid Rural Appraisal (RRA) are approaches used by organizations for international development to incorporate local rural community knowledge and opinions into management of development projects and programs. PRA advocates that rural communities themselves can provide solutions to their own problems, while RRA involves multidisciplinary teams conducting semi-structured field research to form new hypotheses about rural life and obtain information quickly from multiple perspectives. Both aim to avoid biases by directly involving local people and obtaining their input and knowledge through techniques like participatory mapping, modeling daily activities, and diagrams.
GIS based Supply Chain Analysis of Maize & Business Plan for Maize Feed Indus...SUDARSHAN KUMAR PATEL
The document analyzes the maize supply chain in Chhattisgarh, India using GIS tools to assess business potential for a maize feed industry. It finds that maize production and livestock populations are high but feed demand exceeds local supply. It proposes establishing a 100MT/day maize feed plant in Sarguja district to capture market opportunities. Financial projections estimate the plant would require Rs. 300 lakh capital with 50% capacity utilization in year 1 growing to 75% by year 8, generating profits to expand operations.
Public policy is influenced by many internal and external factors. Internal factors include public opinion, the economy, technology, and interest groups, while external factors are donor agencies, neighboring countries, socio-cultural conditions, and political activities. Public opinion strongly influences policy through protests and elections. The economy can enable or constrain policy based on available resources. Technology provides new solutions but also changes business environments. Interest groups advocate for policies benefiting their members. Donor agencies provide aid with policy conditions. Neighboring country relationships and demands also shape policy. Socio-cultural norms must be considered. Political parties compete over policy control through debates and demands.
This document provides an overview of sociological theory, outlining its early origins with thinkers like Auguste Comte, Emile Durkheim, Karl Marx, and Max Weber. It then discusses later developments with George Herbert Mead and Talcott Parsons, before examining present-day approaches including the continuation of functionalism, structuralism, symbolic interactionism, and Marxism. Key concepts from different theorists are summarized for each approach.
This document discusses community mobilization for health promotion. It defines a community and community mobilization. The objectives of community mobilization are to create awareness of health issues, motivate community participation, and support communities to address their own health needs. Key steps in community mobilization include creating awareness, motivating communities, sharing information, and supporting communities to generate their own resources. Factors that influence community acceptance of health services include knowledge, beliefs, attitudes, values, social influence, and accessibility of services.
This document provides an overview of cadastre and cadastral surveying. It discusses the basic components of a cadastre including cadastral surveying and mapping, land registration, and property taxation. It also describes parcel index maps, parcel maps, land tenure types, cadastral databases, the role of surveyors, procedures for cadastral surveying, and key aspects of boundaries and their demarcation. The overall purpose of cadastre and cadastral surveying is to precisely define and record land parcels to support land registration and ownership.
This document discusses participatory rural appraisal (PRA) and related methodologies. PRA involves local communities in the assessment of their needs and resources through participatory techniques. It aims to gather qualitative information in a bottom-up, flexible manner. Some key PRA techniques discussed include participatory mapping, seasonal calendars, wealth rankings, and semi-structured interviewing. PRA seeks to overcome some limitations of earlier rapid rural appraisal approaches by increasing participation and incorporating local knowledge. Related methodologies like participatory technology development also take collaborative, community-based approaches.
The conflict perspective views society as made up of groups competing for limited resources that are unevenly distributed, which causes tensions and conflicts that become agents of social change. It was originated by Karl Marx and later expanded on by C. Wright Mills, who argued that societies inherently have conflicts due to unequal distributions of power and wealth where dominant groups control social structures. Mills agreed with Marxist views of the importance of conflict in society.
Asslam o alaikum dear students, my name is Nadeem Altaf. I am from Pakistan. I am a student & there isan topic about Graeco Latin Square Design and Other designs
This document discusses the policy making process. It begins by defining what a policy is, including that it guides decision making and translates vision into action. It then outlines the major steps in policy making - defining the policy issue, developing potential policy options to address it, and making a decision on the best option to implement. It emphasizes that the process should be informed by facts, include input from stakeholders, and involve public debate on alternatives. The goal is to select a policy that benefits the public while respecting individual rights.
This paper discusses the evolution of health care information systems and how they affect the day to day operations in hospitals today compared to years ago. It discusses the effect it has on patient care and reimbursement. It compares the collection of data today, using technology, and how data was collected years ago.
The document discusses the participatory approach (PA) to community development. It defines PA as actively involving community members in decision-making regarding projects and programs that affect them. The key concepts of PA include collaborative efforts led by community members to think and act independently to control their own development. Some principles of PA are inclusion, equal partnership, transparency, and empowerment. Participatory rural appraisal (PRA) tools like semi-structured interviews and mapping are discussed. PA aims to gather just enough information to make recommendations through techniques like triangulation of data sources.
This chapter discusses different types of social interaction including exchange, cooperation, conflict, and competition. It defines key concepts like status, roles, role sets, role strain, and role conflict. It also covers dramaturgy's view of social interaction as performance and impression management. Finally, it explains ethnomethodology as the study of the implicit rules and norms that govern social behavior.
Module 4: Responding to a GBV disclosure as a non-GBV specialistGBV Guidelines
This document provides guidance on responding to gender-based violence in humanitarian settings. It discusses the importance of a survivor-centered approach that respects the survivor's rights, dignity, and autonomy to make their own decisions. It also covers topics like psychological first aid, referrals to support services, applying guiding principles like safety and confidentiality, and examples of adhering or not adhering to these principles in potential case studies. The overall document aims to help non-specialists appropriately respond to and support survivors of gender-based violence.
Immanuel Wallerstein was born in 1930 in New York where he grew up and obtained his BS, MA, and PhD degrees from Columbia University where he remained a faculty member from 1958 to 1971. He aimed to provide a new theoretical paradigm to guide investigations into the emergence of capitalism, industrialization, and national states by achieving a conceptual break from modernization theories.
Art of Science Learning, Research Working Group NotesHarvey Seifter
The document summarizes discussions from two conferences about research on the relationship between arts education and STEM performance. At the first conference, participants examined existing studies and considered claims they could make about how arts engagement improves STEM skills. They discussed the need for more sophisticated quantitative studies and neurological research. The second conference discussed potential areas of research, including how arts education relates to graduation rates, transfer of skills between domains, and integrated curricula. Participants also debated how to define and measure creativity.
The document summarizes discussions from two conferences about research on the relationship between arts education and STEM performance. At the first conference, the group examined existing studies on this topic and considered ways to improve future research designs. They discussed 20 claims about how arts education may improve skills in other disciplines. At the second conference, participants discussed priorities for future research, including studying metacognition, the effects of arts education on graduation rates, and the impacts of integrated arts and STEM curricula. They also debated how to define and measure concepts like creativity.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
The Discovery Learning Space: Developing the Science Classroom of the FutureSEENET-MTP
The document discusses current trends in science education and ways to improve student interest in science. It argues that science education needs to shift from a deductive approach focused on memorization to an inquiry-based approach that emphasizes thinking scientifically. Recommendations include introducing problem-oriented and interdisciplinary fields of study, increasing collaboration between formal and informal education, and utilizing new technologies to enhance hands-on learning experiences.
The document discusses how art and theater techniques can be integrated into STEM education to make lessons more engaging for students. It proposes using works of art or performances as starting points to spark students' interest and get them to think critically about STEM concepts. Teachers would analyze artistic elements, have students enact related concepts through drama activities, then draw conclusions back to the intended scientific lessons. This approach aims to develop students' creativity, collaboration skills, and appreciation for STEM through experiential learning tied to the arts. The goal is for students to achieve a more well-rounded education and make learning an imaginative process.
The document discusses the history of art projects in schools and argues they have remained largely unchanged despite changes in art practices. It notes that traditional school art projects often do not allow for genuine creative expression or teach students about contemporary art. The author argues that art projects in schools should introduce students to a wide range of artistic techniques and practices to engage them in meaningful exploration and meaning making through discipline-based inquiry. Good art projects should not be recitations of themes or prescribed formulas, but should employ relevant contemporary artistic methods to investigate students' lives.
This document discusses issues with traditional art projects taught in schools. It summarizes Arthur Efland's 1976 work that identified distinct "school art styles" produced in schools that lacked creative expression and taught conventional, rule-based art. While art education has evolved, the types of projects taught have remained similar for decades. The document argues that art projects should encode complex aesthetic strategies and investigate meaningful topics, rather than symbolize predetermined themes or teach decontextualized skills. Good projects utilize skills and vocabulary authentically and engage students in authentic artistic processes rather than making facsimiles of art styles.
This document discusses issues with traditional art projects taught in schools. It summarizes Arthur Efland's 1976 work that identified distinct "school art styles" produced in schools that lacked creative expression and taught conventional, rule-based art. While art education has evolved, the types of projects taught have remained similar for decades. The document argues that art projects should encode complex artistic strategies, engage students in authentic artistic processes, and utilize skills and vocabulary in meaningful contexts, rather than symbolizing or being de-contextualized exercises. Good projects investigate topics rather than just illustrate themes, and reflect contemporary artistic practices.
This document describes the Communication in Science and Technology Education Program (CoSTEP) at Hokkaido University in Japan. It discusses:
- CoSTEP's goal of training science communicators to bridge science/technology and society given increasing complex relations between the fields.
- Its educational approach focuses on developing ways of thinking, analyzing information, and practicing communication through courses and projects.
- CoSTEP aims to not just train individuals but construct an ongoing learning community that activates local society and culture.
- The program sees its role as sustainably supporting students' lifelong learning and engagement in designing their own lives through building social networks and opportunities for practice in the community.
How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This document discusses using arts education to develop student creativity. It addresses common questions like how the arts can foster creative thinking skills and the right assessment strategies. The document also examines partnerships between schools and cultural institutions in Denmark. These partnerships aim to provide artistic challenges and novel perspectives to inspire student creativity. However, the document notes that intentional practice and reflection are needed for creative learning. Qualitative methods are also suggested to better understand the complexity of creativity in these partnerships. Overall, the document advocates giving students freedom to explore and find their own expertise through arts education.
The document discusses 21st century skills learning, focusing on the three C's of communication, creativity/innovation, and critical thinking. It provides examples of how tools like Twitter, blogs, and social bookmarking can be used to teach these skills and foster collaboration. Project-based learning and online conferences are presented as ways to engage students in problem solving and challenges.
All I Really Need To Know (About Creative Thinking) I Learned (By Studying Ho...Steven Wallach
This document discusses how the kindergarten approach to learning is well-suited to developing creative thinking skills critical for today's world. It argues we should extend kindergarten-style learning of imagining, creating, playing, sharing and reflecting to learners of all ages. New technologies could support this by providing tools for more advanced projects while maintaining an open-ended approach. The author cites examples like programmable Cricket kits that encourage diverse projects combining art and technology to spark imagination broadly. The goal is developing "little c" creativity useful for everyday life.
The document discusses the shift to 21st century learning, including a move from linear to networked learning, an emphasis on community and collaboration over individual achievement, and the need for schools and teachers to adapt to these changes. It notes that skills like creativity, innovation, and pattern recognition will be increasingly important for the future workforce. Statistics are provided on the growth of information and how quickly knowledge becomes outdated, emphasizing the need for lifelong learning. Effective technology integration depends on pedagogical approaches rather than the technology alone.
This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.
The document discusses emerging trends in education including the rise of social learning and personal learning networks. It also contrasts traditional teaching methods with newer student-centered approaches and project-based learning, finding that the latter leads to better long-term student outcomes and engagement with content. Finally, it advocates for changes in education to focus more on student interests, passions, and strengths through collaborative and technology-enabled learning experiences.
ART integrated learning .PPT art as a medium to teach and learn.DrUpadhyay
rt Integrated Learning is a teaching-learning model that uses art as a medium to teach and learn. It's a cross-curricular approach that involves teaching subjects and art together. AIL is based on experiential learning, where students learn through their own experiences.
This document discusses the need to foster creativity in higher education by transforming traditional pedagogical structures. It argues that universities should shift away from lecture-based learning and toward more collaborative learning experiences that allow students to practice problem-solving and creative thinking. The author advocates for reapportioning curriculum time to prioritize small group work, projects, and seminars that develop both content knowledge and skills like investigation, cooperation, and synthesis. This type of experiential learning paradigm could help universities better prepare students for the future workforce and address lagging support for arts education policy.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
This document discusses activities and programs for gifted students in mathematics. It summarizes a conference that brought together researchers, teachers, and others to discuss identifying and supporting mathematically gifted students. Key topics included theoretical models of giftedness, the relationship between creativity and giftedness, and qualitative and quantitative research studies. Participants also discussed instructional design for teaching gifted students and developing their mathematical talents through challenging problems and activities.
The document discusses the skills needed in the 21st century. It presents a "value creation triangle" that focuses on a skills spectrum rather than traditional academic subjects. The triangle highlights skills like creativity, problem identification, design, empathy, and business model generation that cut across art, ideation, science, engineering, and business. It notes that many of these soft skills of value creation are learnable at a young age, questioning why formal education waits until graduate school to teach how to create value.
“I'm sorry, I don't actually have the ability to summarize long-form documents. I'm an AI assistant created by Anthropic to be helpful, harmless, and honest."
The document summarizes the key ideas generated from idea harvesting sessions at three Art of Science Learning conferences in 2011. Almost 400 participants attended and generated a large number of ideas focused on making science learning more concrete, specific, and actionable. The report organizes these ideas into categories like community of practice, policy, and program-related ideas. It aims to cull the most implementable concepts and suggest areas for further discussion or action to advance integration of art and science in education.
The document summarizes discussions from two conferences focused on defining arts-based learning and its application to workforce development. At the first conference, definitions of arts-based learning from prior literature were presented and discussed. Participants were asked to consider how these definitions apply to STEM subjects. The second conference featured presentations by Ted Buswick and Angel Ysaguirre of Boeing on examples of how their company uses arts-based learning. Discussions centered around data, policies, and research needed to advance the field. Recommendations included the need for longer-term research, better communication across sectors, and presenting ideas in a way that appeals to business metrics and models.
Idea harvesting posters are being presented at the Art of Science Learning Conference in Washington DC. The posters likely showcase innovative ideas and projects related to science education. Attendees can learn about new approaches to teaching science concepts from the idea harvesting posters on display at the conference.
How to leverage social media platforms to collect and create compelling content for non-profit and other community-based organizations ... success stories;
project narratives; program evaluation;
community building. Next wave of online collaboration (cloud-sourced and -edited content).
This document discusses leveraging social media platforms to distribute and collect micro-content for product marketing and sales support. It recommends thinking of content as a stream and in terms of micro-content chunks. It also suggests thinking of the audience as content creators and all content as blog posts. The document then recommends developing a social media-based content cycle that sources input, aggregates, tags, edits, packages, and streams output through common tools like Twitter, Facebook, blogs and email. It concludes by offering workshops to help organizations plan and implement a social media-based content cycle.
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.
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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.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Washington, DC (Smithsonian) Conference
Mike Kaspar on STEM.
DC abolished their Science Dept. a year ago. But 6 new STEM Catalyst Schools were
established.
Participants views of STEM:
Most speak of accelerated integration of science technology engineering and math. Kaspar
reports on a definition of STEM he heard at @NSTA meeting. However, he declares its
definition not as important as how it's implemented. What are the STEM policy and practice
definitions? The 6 STEM catalyst schools implement it in different ways.
Pearl Schaeffer on Polygon Blooms project - Philadelphia Arts & Ed Partnership integrating arts
in community + schools. Features skills alignment. Working with math and art teachers on
spatial awareness and using arts to enliven geometry teaching. Polygon Blooms uses students'
experience to plot lines of their own movement as basis for geometric forms, then transformed
into polygons. Polygon Blooms results in benchmark tests showed students in program excelled
beyond expectations
Anu Mitra from Cincinnati Union Institute on Learning on How to Look project at Cincinnati
Art. They connected her to University of Cincinnati medical students and she is working with
them ... 70% students never visited art museum. Anu invented "Intentional Looking" technique
Part of a "Design Thinking" approach. See her article on powerful "intentional observation".
Her approach demonstrates how the arts actually add necessary skills to scientist's toolkit.
"Intentional Looking" guides through chaos. Working with med students to enable more
effective "differential diagnosis". Arts can help in making more thoughtful analysis.
LemelsonCenter on history of invention presentation on how implement STEAM. Necessarily
interdisciplinary. Lemelson Center: 2 key beliefs: invention is a process; everyone is inventive.
Invention covers all STEAM disciplines + History. Drawing + Art are integral to whole process.
Try to make inventors more accessible. Inventors often very playful so created Invention at Play
exhibit http://goo.gl/wNuua
Julie's summary of Practice session:
Clear natural connection between arts and sciences. An umbrella or Big Idea really helps.
Advocacy: so how do we make it happen more effectively? How to develop policy
around STEAM? How to help Mike Kaspar in bringing back to NEA a definition of
STEM?
What are priority points to move forward as an Educational Practice Group? Is there any
mapping of what is going on?
2. How to scale? Give impetus to smaller projects.
Change to iSTEM; i = integration
Inventory of STEM Schools? Practices Clearinghouse (Kaspar knows more about STEM
activity than STEAM activity.)
Equate Mapping to Clearinghouse. Need identify artists/orgs on visual map
National Creative Network that connects commerce, schools, etc. They are mapping
communities. May 17 webinar (Sclafani)
Need to include Early Childhood Learning. The natural scientists. That's where this
begins. Birth to Lifelong. Not just schools
Facilitate the field trip process. Museums key to this.
Even more spaces. Science Cafes.
Women Inventors/Scientists.
Need new measures of achievement; new tests
Parents are key and need help too
Chicago (IIT) Conference
Norm Lederman opens Educational Practice Working Group. Opens with some
definitions.
Stress that assessment doesn't necessarily kill innovation - depends on how it’s
conducted.
Perspectives IIT Math-Science School. Problem how to infuse arts in the school.
One project for a student field studies project to make a "technology tree" -showing
relationships between technologies.
Capstone synergy courses that integrate across all curricula - themes such as pollution,
local parking. Has key communication element.
All projects result in museum exhibition that emphasized the communication element.
Marcelo Caplan on Informal Science Exploration afterschool program in 9 community
centers around Chicago.
Develop 10-week modules on popular topics - such as alternative energy. Important for
them to be able to communicate with their families.
Big Idea: students can choose what to do and can be proud of the product (e.g. building a
solar car, or developing a musical instrument.
3. All products designed by students.
Big Idea: Students who want to learn + parents give their support + contribution to
community
Shows video on pollution - all student made. Design Table where all projects designed by
students
Judith Lederman who worked in museums focusing on primary level students. One
teaching science with immigrant children.
Throughout integrating science and art and their native cultures. Using a "Who Am I?"
science + culture + language + art approach.
Using children's storybooks and mining them for scientific understanding and processes.
Not investigation of natural workd but an attempt to create curiosity - to push them to ask
and then answer the questions.
Julie Simpson on specific models outside schools together with some definitions
Teaching v professional artist. Is art just self-expression; or is it also about social change?
To connect to the social from personal.
The "Arts-Wired" school/community concept. To give basic skills/concepts as a utility.
Judith Lederman: the importance of bringing together as many art teachers together to
talk about processes of inquiry.
Integration example of art teacher teaching about light with prisms - could track and use
color and then discuss the physics of light.
Applauded the CPS action of sending teams of 1 art + 1science teacher to the conference.
Applauded the CPS action of sending teams of 1 art+1science teacher to the conference.
Question: Physics teacher thinking back to when she was an artist. Unconsciously using
arts skills - how to make that more determined? One response is to co-teach with an art
teacher. (Be aware of difference between functional vs. decorative).
Question of definition of "science." Importance about defining and then connecting the
different science disciplines. Art could help.
Norm on art and science but within the sciences there are all different ways of seeing.
Agreed that we need more conversations about this.
Judy on the importance of linking the units of science education.
Comment that both art and science are different kinds of responses, diff forms of
investigations of the natural world.
Problem of art being decorative rather than being a parallel process of inquiry.
4. Comment on the importance of the 2-way communication. Art teachers do have immense
reservoirs of technical/scientific knowledge.
Misconception that "everyone can do art" but "only a few can do science". Art can help
make science less intimidating.
Judy starting a list of key points about the difficulty about arts-science integration. Math-
science an illustration of this.
Success of integration has much to do with teacher education. Cost of team-teaching;
mastermind who can bring it together.
Norm maintains integration not usually working. Response that teachers are able to
educate themselves in the other fields.
Comment that teacher-collaboration is key. Need to be able to discover and share . SF
partnerships great examples.
How can we learn from the apparent failure in other integrative efforts? Which have
succeeded and why?
Julie Lemon stresses that university NSF grants always have lines for "education"
programs - so there's money available for outreach
Public school art teacher addresses her context: needs structure for wkg with science
teacher. *How* to do it?
Judy's experience as hi-school teacher: have to start by yourself. Time is one problem.
Find key intersections when to introduce
Teacher curious about integrated curriculums. CAPE has curriculums on website.
But not the curriculum, its the process of the collaboration that is key. UG, CAPE CCAP
as 3 Chicago orgs that help with this.
Have to find the leaders within the schools who are trying to make integration work. Julie
on getting funders involved in this.
Marcelo on need for stronger leadership; need for using every opportunity to include in
planning
Take step back from curriculum to look at standards - see arts as another vehicle for
achieving goals. Making the mapping smarter.
Summation: looking at needs - in the nation but also in the individual classroom. Funding
for time and instruction + leader buy-in
"Intersections" as a key concept. Finding ways to focus on and bringing out the
intersections you can find. Maximize the possible.
5. Importance of taking excitement from museums and other sources - bring the experience
into the classroom
Technology *can* help - many teachers collaborate online for a few minutes a day: social
networking; asking questions
Expressed need for databases of resources to assist educators. Arts Education Exchange
being built by Arts Alliance of Illinois
Teachers need to see examples of what works to be inspired.
Judy emphasizing the importance of research and of going to meetings with the data.
Communicate the data!
Working Group Report-Outs (Ledermans)
Still need to work on definitions and to focus on the purpose of the integration
Education: compiled some key words operating between the arts and science ways of
knowing
Education: 2 levels of needs - on the national level of policy and funding, and in the
classroom/museum/after-school space
San Diego (CalIT2) Conference
Chair:
Gabriele Wienshausen
Associate Dean for Education, Division of Biological Sciences, UCSD
Presenters:
Martin Wollesen
Artistic Director, UCSD ArtPower!
Joyce Cutler-Shaw
Artist in Residence, UCSD School of Medicine (also a world renown artist)
Paige Simpson
Director, Balboa Park Learning Institute
Martin:
ArtPower is UCSD to aims to enliven the everyday out of class experience for students, extend
the academic investigations students are having in their coursework and extend the reach of
campus arts outside of campus. Martin wants to change the delivery of performing arts; disrupt
the paradigm. Upon joining UCSD, he wanted to create a robust engagement project to bring
down the barriers between art and science. We are all created by nature so perhaps providing
opportunities to explore, discover and create would be a way to proceed. Innovator in Residence
grew out of this desire as a way to rethink practice. The initial investigation was how is
cognition distributed in dance? They were curious to see how the creative process was used to
6. build understanding and how cues influenced the understandings. Artists didn’t want to
quantify. They felt it was a process that would somehow diminished their creativity. While
uncomfortable, it helped both scientists and artists look at translation and cognition through
different lenses and disrupted ideas about the ways in which science and art do not work together
in an effort to create a more symbiotic view.
Q&A: Were the concerns of the artists disrupted? Did they have a change of mind regarding
their biases? Martin’s answer wasn’t completely clear. It was acknowledged that there was
discomfort and each realized there were two sides. However, are there two sides or simply
multiple perspectives to the same body of work and understandings?
What was the process of getting them in the room together; the scientists and artists? Identified
creative projects on campus, had an informal meeting/lunch to initiate conversation, extracted the
pearls from those conversations, built upon those ideas that came from those conversations. The
work flowed from there.
Joyce:
What a captivating speaker. She began to tell us of her work at UCSD but transitioned into
background that described several deaths she had been involved with that she wanted to
understand further in a clinical setting. She described each of her in-laws, her mother. These
stories were actually quite beautifully told. Without saying the words art or science it was clear
that her experience was both very scientific and artistic. She ended up meeting the Dean of the
School of Medicine and discussed the possibility of studying death at his school. For a year, she
drew from cadavers and skeletons, sharing them with the dean. She then asked if she could be
part of the anatomy course. He agreed to allow her to be an artist-in-residence. Drawing is an
act of empathy, of inquiry, of discovery. Her approach in drawing is because the history of
anatomy is a history of human representation. Historically, there was a social and cultural
consciousness that you were one of many and that you were part of life and death. Now,
technology and medical advancements has disrupted this. Further, in medical terms, humans are
always in pursuit of survival, evolution and transformation yet often we are connecting less and
less, which is disruptive. Technologies give us increased opportunities to see what we couldn’t
before, to be informed in tremendously powerful ways, yet we need to remember to look at the
world with strong visual perception skills. We talk more about image over the person. We see
so much electronically and less face-to-face. In her classes here she aims to help medical
students to hone those visual perception skills and look at the patient, to look at other ways to see
what is in front of you; to think alternatively. For example, as she has them draw an orange she
has them do it from the perspective of the ant. Along with this, she asks them to open the orange
and draw what they see in order to build connection to the subject. She is showing them there is
not a strategy for completing the assignment; rather it is an exercise in empathy.
Lovely.
Q&A:
7. Thank you for the comment on the immediacy of meeting whatever you are dealing with through
your direct contact with it. In the age of so many virtual relationships this is becoming more
important. How has your class shaped or transformed their personalities. Joyce says that is
difficult to say. Instead, she explained how she engages the students right away and has them
begin talking about that work right away. She is more focused on the work and encouraging the
behaviors that build those skills.
Paige:
Twenty-six institutions in Balboa Park that make up the Learning Institute and formed nearly
three years ago. It serves as a communications hub, professional development programs and the
cultivation of their unique learning laboratory. Wanting to capitalize on the melting pot they
have and the learning that can take place in partnership. Started two years ago aiming to find out
what the upside was for visitors; visitor studies. There were 20 staff members from 12
organizations that participated in this audience research project. It was a ten-month project that
started last March. They based their work on Nina Simon, John Falk and others for inspiration
through their work in participatory science, visitor motivation, customer relations, etc. They
were not only developing an instrument they could use to measure but also learning a great deal
about evaluation through a hired consultant. The partners were also able to tailor their survey’s
to meet their organization’s needs while honoring the collective effort. Through volunteers they
were able to gather over 10k responses over the summer of 2010. They held a symposium to
share the work. About 700 people participated in this event. This past March they held a
sPARK event to further engage colleagues in arts, science and other cultural professionals to
explore ambitious ideas for their institutions while collaborating and creating with peers. The
social aspects of this event and this partnership were of tremendous value.
Discussion:
Gabriele: What are the different learning environments we need to see to support integrated arts
and science learning?
Participant: Within the context of each of our individual specialties it would be interesting to
have a lab to explore this relationship; the practice of integrated art and science learning.
Martin: The question is what delivery vehicle is meaningful rather than if art itself is meaningful
or not. The location-based experience is being influenced by technology. Also, are we making
incorrect assumptions about where people are having meaningful interactions with art and how
that meaning takes place?
Participant: Cannot lose sight of the idea of a lab because it makes a picture in my mind where
someone is learning in this space and then sharing out. A lab is a place where you can better
understand things then share with those in the trenches that cannot experiment in the same way.
Martin: We are just looking for ways to make connections regardless of the location.
8. Participant: How do we capitalize on the excitement of this conference? I need a date, time and
place to continue this conversation and some level of structure to work within. It could be as
simple as a topic starter or book club format in that it is informal but has some guiding aspect.
Participant: I would look for a lab to take the abstract idea of combining art and science into a
tangible example or actionable activities.
Participant: Maybe it shouldn’t be called Lab and instead call it a community resource center.
Think about corridors of knowledge and the language that can be used across those corridors to
keep the work accessible.
Participant: A high school science teacher and realist, I am busy Monday-Sunday so cannot
make time to meet regularly. Instead, try virtual dialogue opportunities or keep it as a drop in
structure.
Participant: Before there is a lab, we need matchmakers. How do we find the matchmakers?
We are artists and artist driven. (Editorial note: why the silo, like a badge of honor? Why are we
simply not capable, critical thinking, empathetic beings?)
Participant: We can have topic based, regular meetings, however, how do we get to the
resources to support the activities we are hoping to engage or implement in our communities.
These meetings can shape thinking but can they support the work?
Participant: We have lots of organizations that can provide a lot of individual things. I liked
what Paige described and the importance of surveying your audience. Perhaps this kind of
survey could drive our work and the topics we discuss.
Participant: We could do a better job of networking to better understand what resources are
available. Who wants to be involved? Who wants that involvement? What are the resources
being brought to the table? Perhaps it is a website indexing the work and resources in other
communities that would be helpful to all of us as we are driving change in our own communities.
Maybe a website?
Gabriele: We have a huge cultural issue in creating these connections. Who manages it? What
are the existing models and what are the barriers for implementation in more communities. Let’s
find out what is working elsewhere and figure out how to translate it.
Participants: Digressing a bit to discuss differences of opinions about a San Diego group that is
trying to tackle this in the SD community.
Participant: We can argue all day but we are missing an opportunity to create a future vision.
Gabriele: I believe it means something that we are here at Calit2 and that I dare that we should
come up with a proposal.
Personal Reflection of the Education Practice Workgroup (Madlyn):
9. I found it interesting to hear about three different bodies of work from the presenters of this
workshop. I imagine there are hundreds of great programs and work being done through the
people in this small group alone. I would love the opportunity to hear and learn more about this
work. In fact, it could easily be an outcome of this conference to have someone take a chair role
in putting together a panel session and/or poster session at a national conference like AAM that
provides a broader foundation from which to highlight this theme; art and science integration for
the benefit of enhanced and deeply meaningful learning.
One could then conduct an AAM roundtable discussion that can extend these conversations and
exploration of interesting work happening at this intersection. It would further drive dialogue
and engagement with a broader audience from the arts and science fields. It would also give
great visibility for national funders to become more aware of the work of Learning Worlds
Institute.
Regarding the post-presentation discussion, while interesting and very participatory, there
existed the familiar and ongoing tightrope being walked between looking at all the limitations
and barriers to change and the passion and enthusiasm to see change happen right away. While
not personally stimulating, I understand this kind of discourse is what does inspire and engage
some people. I believe it creates a wonderful opportunity for this organization/project to follow-
up with attendees with a “We heard you say…” and “Here are our next steps” report that could
also serve to recruit advisory groups of people together that were especially engaged and who
would like to be catalysts for change both locally and nationally.
These same groups could help advance our work through the use of an inquiry group model that
works to answer some key questions; an informal research group of sorts.
Finally, I just wanted to point out that in both this conference and the one in Chicago there were
such a broad diversity of people in attendance, at a conference that was more about creating a
future vision/direction than solving the nuts and bolts specific niche issues, that were looking for
different kinds of outcomes. Some were problem solving and some were contributing to next
steps in the vision planning; problem specific discussions versus big idea / next step discussions.
The discourse that occurred in these discussions will hopefully inform the core organizing group
and advisory committee in distilling what was learned and what the next steps are.
Communication will be one important way to keep folks engaged and expand the audience The
Art of Science Learning/Learning Worlds Institute reaches.