The document discusses constructivist instructional design principles and provides examples from Disney theme parks. It advocates using "weenies" or visual attractions to draw students through a learning experience, providing autonomy within guided pathways of exploration. Multiple contexts and feedback are encouraged to facilitate active learning. The ideal student experience is one where they construct their own understanding through discovery, with the instructor providing support from a beginning point to a clear end goal, allowing for divergent outcomes. Walt Disney's approach to experience design is presented as an exemplar of constructivist learning.
The document discusses plans for a children's museum in Mumbai, India. It proposes locating the museum in the R-City mall and dedicates space for a ticketing area, waiting area, climbing structure, activity areas for different age groups, a cardboard playroom, color room, exhibit space, cafeteria, auditorium for digital puppetry, and museum shop. Some of the activities mentioned include history of shadow puppets in India, elements of creativity, and factors of creative thinking. The museum aims to allow children to imagine, explore, and rediscover themselves through hands-on experiences.
Designing an Online Class? Go to Disneyland
Susan Roig
Director Academic Computing
SunGardHE/Claremont Graduate University
Sakai Conference Denver, CO
June 2010
Sakai Conference
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
This document discusses how short films can be used to support literacy education. It outlines a 3-year project between the BFI, Bucks County Council, and Rothschild Foundation that uses film to enhance primary literacy and secondary foreign language learning. Research shows that moving image education can improve attainment, motivation, engagement, and understanding of texts. The document provides examples of pedagogical approaches like "Tell Me" grids that encourage analyzing films' characters, settings, and stories. It also summarizes research finding positive impacts of moving image education on literacy, enjoyment, and confidence.
Mobile review: Owney AR app and Agents of Change GameErin Blasco
The document describes an augmented reality project created by the Smithsonian National Postal Museum to bring their mascot Owney the Dog "to life" through a digital stamp that users could view on their phone or computer to see and interact with Owney, discusses how educators provided feedback on engaging the target audience better, and outlines lessons learned around identifying the goal and audience for the project.
LTX 13th Yangon, REading activities with Bloom; How far can you go.pptxJohn Lay
The document outlines the objectives and content of a teacher workshop on using Bloom's Taxonomy for reading activities. It discusses the different levels of thinking in Bloom's Taxonomy from lower to higher order, including recall, understanding, application, analysis, evaluation, and creation. Examples are provided for different reading comprehension questions and exercises that teachers can use to develop students' thinking skills according to Bloom's levels.
SmartFeet is an online platform where teachers can create educational games for students to play using mobile devices. The games involve completing tasks around real-world locations to bring learning outside the classroom while maintaining connection between teachers and students. City Expedition is a similar program that moves learning beyond the classroom through teacher-student interaction, real-time feedback, and collaboration on real-world problem solving using the everyday environment. Kids' Own Statistics is a statistics learning program where children decide what data to collect in their own environment, then collect, analyze, and share the results with others to learn about data visualization and community well-being indicators.
The document discusses plans for a children's museum in Mumbai, India. It proposes locating the museum in the R-City mall and dedicates space for a ticketing area, waiting area, climbing structure, activity areas for different age groups, a cardboard playroom, color room, exhibit space, cafeteria, auditorium for digital puppetry, and museum shop. Some of the activities mentioned include history of shadow puppets in India, elements of creativity, and factors of creative thinking. The museum aims to allow children to imagine, explore, and rediscover themselves through hands-on experiences.
Designing an Online Class? Go to Disneyland
Susan Roig
Director Academic Computing
SunGardHE/Claremont Graduate University
Sakai Conference Denver, CO
June 2010
Sakai Conference
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
This document discusses how short films can be used to support literacy education. It outlines a 3-year project between the BFI, Bucks County Council, and Rothschild Foundation that uses film to enhance primary literacy and secondary foreign language learning. Research shows that moving image education can improve attainment, motivation, engagement, and understanding of texts. The document provides examples of pedagogical approaches like "Tell Me" grids that encourage analyzing films' characters, settings, and stories. It also summarizes research finding positive impacts of moving image education on literacy, enjoyment, and confidence.
Mobile review: Owney AR app and Agents of Change GameErin Blasco
The document describes an augmented reality project created by the Smithsonian National Postal Museum to bring their mascot Owney the Dog "to life" through a digital stamp that users could view on their phone or computer to see and interact with Owney, discusses how educators provided feedback on engaging the target audience better, and outlines lessons learned around identifying the goal and audience for the project.
LTX 13th Yangon, REading activities with Bloom; How far can you go.pptxJohn Lay
The document outlines the objectives and content of a teacher workshop on using Bloom's Taxonomy for reading activities. It discusses the different levels of thinking in Bloom's Taxonomy from lower to higher order, including recall, understanding, application, analysis, evaluation, and creation. Examples are provided for different reading comprehension questions and exercises that teachers can use to develop students' thinking skills according to Bloom's levels.
SmartFeet is an online platform where teachers can create educational games for students to play using mobile devices. The games involve completing tasks around real-world locations to bring learning outside the classroom while maintaining connection between teachers and students. City Expedition is a similar program that moves learning beyond the classroom through teacher-student interaction, real-time feedback, and collaboration on real-world problem solving using the everyday environment. Kids' Own Statistics is a statistics learning program where children decide what data to collect in their own environment, then collect, analyze, and share the results with others to learn about data visualization and community well-being indicators.
Get started on a project for the Partners in Learning ForumFiona Beal
The document provides guidance on developing a project-based learning project in 6 steps: 1) Decide on an idea, 2) Brainstorm with the idea, 3) Turn activities into a project, 4) Add innovation elements, 5) Consider using ICT tools, and 6) Implement the project. Examples are given such as a blogging project to connect with elderly community members. Guidance is provided on making sure the project involves challenges, gathering and processing information, and presenting findings.
The document discusses stimulating creative thinking through educational games and storytelling across transmedia platforms. It explores how creativity is important for innovation and career success. Transmedia uses multiple media like films, games and apps to tell interconnected stories. Storytelling engages students and helps them learn and remember concepts. The document proposes researching how to develop an educational transmedia game for ages 7-12 that encourages creative thinking through meaningful stories. It outlines methods like interviews and testing with students and experts.
The document discusses different approaches and methods for teaching, including intradisciplinary, interdisciplinary, and transdisciplinary approaches. It provides examples of opening activities to introduce lessons such as using videos, newspaper articles, puzzles, and games. Developmental activities are also outlined for gathering data through interviews, research, and hands-on learning, as well as organizing information using graphic organizers and presentations. Concluding activities include reviewing concepts learned and previews. Effective teaching methods are said to be interactive, innovative, integrative, inquiry-based, collaborative, constructivist, varied, experiential, metacognitive, and reflective.
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
Building your brand through social media storytellingjennymess
The document discusses how to build a brand through social media storytelling. It recommends inspiring fans and followers to share stories that promote the brand, engaging staff to produce engaging content, and using video and multimedia to share the brand's story. Specific tactics mentioned include asking fans to submit photos, stories and blog posts; creating a "content crew" of staff from different departments to brainstorm ideas; and producing a weekly video series to share the brand's story through multiple formats. The goal is to use social media to tell an organization's brand story in a fun and engaging way.
The document discusses tearing down various walls that separate education from real life and limit 21st century learning. It advocates for:
1) Removing walls between school and the outside world by making learning purposeful and authentic like real life.
2) Democratizing classrooms by allowing student collaboration, participation in their learning, and sharing what they create.
3) Changing the teacher's role from sole expert to facilitator who supports individualized learning plans and 21st century skills.
4) Dismantling imaginary limitations by expecting more of students and realizing desired future changes can start now through ambitious efforts.
Playstation Portables & iPod in Learning -Iste 2010 Richard Healey
The document discusses exploring the use of mobile devices like iPods and PlayStation Portables (PSPs) for next generation learning. It outlines a session presented by two UK teachers on using these devices in the classroom, including introducing the devices, exploring content, classroom management of content, and new developments like augmented reality. The presenters seek to have an interactive session where attendees can ask questions and provide feedback on integrating mobile technologies into education.
Organizing a Plone Sprint - Lessons Learned, Case Midsummersprint 2017Rikupekka Oksanen
We organised our first ever Plone development sprint at University of Jyväskylä, Finland in July 2017. Here are some lessons learned on organising an open source development sprint.
Lighting the cauldron - Young people and cultural organisationsArts Council England
Presentation slides from our 'Lighting the cauldron - Young people and cultural organisations' conference at the Museum of London, Thursday 25 October 2012.
As part of the Cultural Olympiad, Arts Council England's Stories of the World programme transformed the opportunities open to young participants and challenged museums to make lasting change to how they operate by embedding young people at the heart of their decision-making.
The conference brought together project partners, key thinkers and influencers from across the cultural sector to explore what has changed and how to take forward youth engagement and co-production. The conference explored what museums can learn from Stories of the world and how this learning can be applied to the wider cultural sector.
I-Movie is a simple movie making software that allows students to combine photos, video, and music. It provides many opportunities for learning through communication, creativity, and problem solving. The document discusses how I-Movie can be used across subjects and encourages collaboration. It suggests that I-Movie engages students and links their schoolwork to interests like film they enjoy at home.
Here's the story of the Cutting Room Experiment, which ran in Manchester on Saturday 20th June 2009. The idea was to get as many people as possible to suggest an idea for one of 12 flashmobs, with the winning one in each stream being put into production by a professional events company. Here's the story of how the event was conceived, and how it went.
This document provides information and activities for a lesson on shadows for 7-8 year old students. It introduces how shadows are formed when light is blocked and explores how the size and shape of shadows change based on the position of the light source, object, and surface. The lesson includes watching video clips on shadow formation and properties of opaque and transparent materials. Students are instructed to trace and observe their own shadows at different times of day. Additional optional activities teach about shadow puppets and sundials. Key terms are defined in a glossary.
Gord Holden is an educational specialist who uses immersive virtual learning environments to engage students. He created these environments to address motivation issues that arose when transitioning to distance learning. The environments allow students to explore, practice skills through mastery, and connect their learning to real-life challenges. Educational theorists like Montessori and Vygotsky support purposeful play and social interaction for learning. Immersive simulations can facilitate this by providing authentic contexts for decision-making, role-playing, and discovery. However, games must augment rather than replace intrinsic motivation and learning.
The document provides information about community centers, including their functions, history, and case studies. Community centers are public locations where community members gather for activities and social support. They can host celebrations, meetings, and family events. Historically, the first community centers were established in the 1940s-50s in Singapore and the 1960s-70s in Australia to foster community development. The case studies describe the Firstenburg Community Center in Vancouver, which incorporates recreational, community, and library spaces, and the Agha Khani community's use of jammat khannas as gathering places.
This document provides information about an upcoming MYP expedition to Cambodia from October 13-17, 2014. The expedition will take students outside the classroom to various locations in Siem Reap, Cambodia, including Angkor Wat, Tonle Sap floating village, artisan workshops, and temples. The objectives of the expedition are to extend learning outside the classroom, develop students' global citizenship and service skills, and expose them to Cambodian culture, history, and development. Students will participate in preparatory activities like group presentations on expedition locations before departing.
The document provides tips for presenting like a professional by focusing on designing the presentation around the audience's needs, engaging and connecting with the audience, and delivering the presentation in a clear, confident, and impactful manner through effective use of body language, pacing, questions, and other presentation techniques. It emphasizes understanding the audience, crafting a simple yet compelling message, practicing to improve delivery skills, and striving to have a meaningful impact rather than perfection.
The document provides tips for presenting like a professional by focusing on designing the presentation around the audience's needs, engaging and connecting with the audience, and delivering the presentation in a clear, confident, and impactful manner through effective use of body language, pacing, questions, and other presentation techniques. The tips cover aspects like understanding the audience, establishing credibility, structuring the opening minutes, using visual aids, handling questions, and practicing delivery.
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
Learning 221 education in the 2nd decade of the 21st centuryMadan Pant
This document discusses education in the 21st century. It begins with a parable about blind men feeling different parts of an elephant to describe their understanding. It then lists attributes of a well-educated person in 2050, including continually questioning answers and asking the right questions. Emerging technologies like MOOCs, tablets, and learning analytics are described as changing education. Personalized learning environments and developing life-long learning skills are discussed as important goals.
Get started on a project for the Partners in Learning ForumFiona Beal
The document provides guidance on developing a project-based learning project in 6 steps: 1) Decide on an idea, 2) Brainstorm with the idea, 3) Turn activities into a project, 4) Add innovation elements, 5) Consider using ICT tools, and 6) Implement the project. Examples are given such as a blogging project to connect with elderly community members. Guidance is provided on making sure the project involves challenges, gathering and processing information, and presenting findings.
The document discusses stimulating creative thinking through educational games and storytelling across transmedia platforms. It explores how creativity is important for innovation and career success. Transmedia uses multiple media like films, games and apps to tell interconnected stories. Storytelling engages students and helps them learn and remember concepts. The document proposes researching how to develop an educational transmedia game for ages 7-12 that encourages creative thinking through meaningful stories. It outlines methods like interviews and testing with students and experts.
The document discusses different approaches and methods for teaching, including intradisciplinary, interdisciplinary, and transdisciplinary approaches. It provides examples of opening activities to introduce lessons such as using videos, newspaper articles, puzzles, and games. Developmental activities are also outlined for gathering data through interviews, research, and hands-on learning, as well as organizing information using graphic organizers and presentations. Concluding activities include reviewing concepts learned and previews. Effective teaching methods are said to be interactive, innovative, integrative, inquiry-based, collaborative, constructivist, varied, experiential, metacognitive, and reflective.
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
Building your brand through social media storytellingjennymess
The document discusses how to build a brand through social media storytelling. It recommends inspiring fans and followers to share stories that promote the brand, engaging staff to produce engaging content, and using video and multimedia to share the brand's story. Specific tactics mentioned include asking fans to submit photos, stories and blog posts; creating a "content crew" of staff from different departments to brainstorm ideas; and producing a weekly video series to share the brand's story through multiple formats. The goal is to use social media to tell an organization's brand story in a fun and engaging way.
The document discusses tearing down various walls that separate education from real life and limit 21st century learning. It advocates for:
1) Removing walls between school and the outside world by making learning purposeful and authentic like real life.
2) Democratizing classrooms by allowing student collaboration, participation in their learning, and sharing what they create.
3) Changing the teacher's role from sole expert to facilitator who supports individualized learning plans and 21st century skills.
4) Dismantling imaginary limitations by expecting more of students and realizing desired future changes can start now through ambitious efforts.
Playstation Portables & iPod in Learning -Iste 2010 Richard Healey
The document discusses exploring the use of mobile devices like iPods and PlayStation Portables (PSPs) for next generation learning. It outlines a session presented by two UK teachers on using these devices in the classroom, including introducing the devices, exploring content, classroom management of content, and new developments like augmented reality. The presenters seek to have an interactive session where attendees can ask questions and provide feedback on integrating mobile technologies into education.
Organizing a Plone Sprint - Lessons Learned, Case Midsummersprint 2017Rikupekka Oksanen
We organised our first ever Plone development sprint at University of Jyväskylä, Finland in July 2017. Here are some lessons learned on organising an open source development sprint.
Lighting the cauldron - Young people and cultural organisationsArts Council England
Presentation slides from our 'Lighting the cauldron - Young people and cultural organisations' conference at the Museum of London, Thursday 25 October 2012.
As part of the Cultural Olympiad, Arts Council England's Stories of the World programme transformed the opportunities open to young participants and challenged museums to make lasting change to how they operate by embedding young people at the heart of their decision-making.
The conference brought together project partners, key thinkers and influencers from across the cultural sector to explore what has changed and how to take forward youth engagement and co-production. The conference explored what museums can learn from Stories of the world and how this learning can be applied to the wider cultural sector.
I-Movie is a simple movie making software that allows students to combine photos, video, and music. It provides many opportunities for learning through communication, creativity, and problem solving. The document discusses how I-Movie can be used across subjects and encourages collaboration. It suggests that I-Movie engages students and links their schoolwork to interests like film they enjoy at home.
Here's the story of the Cutting Room Experiment, which ran in Manchester on Saturday 20th June 2009. The idea was to get as many people as possible to suggest an idea for one of 12 flashmobs, with the winning one in each stream being put into production by a professional events company. Here's the story of how the event was conceived, and how it went.
This document provides information and activities for a lesson on shadows for 7-8 year old students. It introduces how shadows are formed when light is blocked and explores how the size and shape of shadows change based on the position of the light source, object, and surface. The lesson includes watching video clips on shadow formation and properties of opaque and transparent materials. Students are instructed to trace and observe their own shadows at different times of day. Additional optional activities teach about shadow puppets and sundials. Key terms are defined in a glossary.
Gord Holden is an educational specialist who uses immersive virtual learning environments to engage students. He created these environments to address motivation issues that arose when transitioning to distance learning. The environments allow students to explore, practice skills through mastery, and connect their learning to real-life challenges. Educational theorists like Montessori and Vygotsky support purposeful play and social interaction for learning. Immersive simulations can facilitate this by providing authentic contexts for decision-making, role-playing, and discovery. However, games must augment rather than replace intrinsic motivation and learning.
The document provides information about community centers, including their functions, history, and case studies. Community centers are public locations where community members gather for activities and social support. They can host celebrations, meetings, and family events. Historically, the first community centers were established in the 1940s-50s in Singapore and the 1960s-70s in Australia to foster community development. The case studies describe the Firstenburg Community Center in Vancouver, which incorporates recreational, community, and library spaces, and the Agha Khani community's use of jammat khannas as gathering places.
This document provides information about an upcoming MYP expedition to Cambodia from October 13-17, 2014. The expedition will take students outside the classroom to various locations in Siem Reap, Cambodia, including Angkor Wat, Tonle Sap floating village, artisan workshops, and temples. The objectives of the expedition are to extend learning outside the classroom, develop students' global citizenship and service skills, and expose them to Cambodian culture, history, and development. Students will participate in preparatory activities like group presentations on expedition locations before departing.
The document provides tips for presenting like a professional by focusing on designing the presentation around the audience's needs, engaging and connecting with the audience, and delivering the presentation in a clear, confident, and impactful manner through effective use of body language, pacing, questions, and other presentation techniques. It emphasizes understanding the audience, crafting a simple yet compelling message, practicing to improve delivery skills, and striving to have a meaningful impact rather than perfection.
The document provides tips for presenting like a professional by focusing on designing the presentation around the audience's needs, engaging and connecting with the audience, and delivering the presentation in a clear, confident, and impactful manner through effective use of body language, pacing, questions, and other presentation techniques. The tips cover aspects like understanding the audience, establishing credibility, structuring the opening minutes, using visual aids, handling questions, and practicing delivery.
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
Learning 221 education in the 2nd decade of the 21st centuryMadan Pant
This document discusses education in the 21st century. It begins with a parable about blind men feeling different parts of an elephant to describe their understanding. It then lists attributes of a well-educated person in 2050, including continually questioning answers and asking the right questions. Emerging technologies like MOOCs, tablets, and learning analytics are described as changing education. Personalized learning environments and developing life-long learning skills are discussed as important goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
4. Constructivism - Type of instruction
• Promotes the mental construction of the learner's reality.
• Instruction and manipulation
• The instructor
• facilitates the learner's conceptual modeling.
• must understand the learner's existing cognitive structures
• provide appropriate learning activities that will help the learner
construct his knowledge.
• Use multiple real world contexts, strategies, and coaching.
• Create variety of environments for the learner, so he gets to practice
thinking in different ways.
• The result will be a learner who is better prepared to handle different
situations.
• Reality to promote
• The learners realities are divergent.
• The learners are encouraged to develop different realities.
11th Sakai Conference - June 15-17, 2010 4
5. Constructivism –
How to design appropriate instruction?
• Analyze the tools to be used by the learner and the environment in which he uses
them.
• Provide learners:
• Objectives
• The instructional objectives are negotiated with the learner.
• Learner incorporates this new knowledge into pre-existing mental schema.
• Learner then adjusts understanding of reality to make sense of the new
knowledge.
• As a result, mental schema shifts to incorporate his "new" reality.
• Learning events
• Learners must ask themselves the following two questions:
• What do I need to know?
• How will I solve it?
• Evaluation
• Evaluation is based on performance of learner- assessment and self-
evaluation.
11th Sakai Conference - June 15-17, 2010 5
6. Constructivism
• Instruction
• All answers to problems must be embedded in authentic environments.
• A narrative story is used, with anchored instruction, that all answers to the questions
are embedded in the story.
• The learner is given a situation of visual representations, yet has to think and
problem-solve to figure out how to move around the and find clues.
• There is no one way to figure this out.
• The learner is forced to think in multiple realities in order to figure out what is
going on in this scenario.
• As more information is revealed, learner weighs decisions based on the new
information, then, determines the next move.
• All answers to any questions about the scenario are embedded in the story.
• The learner finds the information needed to answer his questions,needs no further
guidance from the instructor.
• Case based learning can be used in this situation. this involves real life cases.
(Law schools use this method).
• The learner must have all the information about the cases, then puts all the
information together and uses it when relevant.
• This starts the learner thinking like an expert.
11th Sakai Conference - June 15-17, 2010 6
7. Remind Students Consistently Technology Fails;
Failure Can Lead to Success
• Disneyland Park was opened to the public on July
18, 1955 with only 20 attractions.
• However, a special "International Press Preview"
event was held on Sunday, July 17, 1955, which was
only open to invited guests and the media.
• ABC broadcast the event live on its network; at the
time, it was one of the largest and most complex live
broadcasts ever.
11th Sakai Conference - June 15-17, 2010 7
8. Remind Students Consistently Technology Fails;
Failure Can Lead to Success
• The event did not go smoothly.
• The park was overcrowded as the by-invitation-only affair was
plagued with counterfeit tickets.
• Only 11,000 people were expected to show up, but a staggering
28,154 was the eventual population.
• Movie stars and other famous figures scheduled to come every
two hours showed up all at once.
• The temperature was an unusually high 101 °F (38 °C), The
asphalt that had been poured just that morning was so soft that
ladies' high-heeled shoes sank into it.
• A plumbers' strike left many of the park's drinking fountains dry.
• Disney was given a choice of having working fountains or running toilets
and he chose the latter.
• Disappointed guests believed the inoperable fountains were a cynical
way to sell soda, since Pepsi sponsored the park's opening
11th Sakai Conference - June 15-17, 2010 8
9. Failure Can Lead to Success
• Vendors ran out of food.
• A gas leak in Fantasyland caused Adventureland, Frontierland,
and Fantasyland to close for the afternoon.
• Some parents were seen throwing their children over the
shoulders of crowds to get them onto rides such as the King
Arthur Carrousel.
• Walt and his 1955 executives referred to July 17, 1955 as "Black
Sunday". Today, cast members wear pin badges on July 17
stating how many years it has been since the 1955 opening.
• But for the first decade or so, Disney officially stated that
opening day was on July 18, 1955. For example, a 1967
Disneyland press release referred to July 17, 1955, as
"Dedication Day" and not "Opening Day.
11th Sakai Conference - June 15-17, 2010 9
10. What do you want your students to
know?
11th Sakai Conference - June 15-17, 2010 10
11. WWWD?
(what would Walt do?)
• Storyboard – Beginning, middle and end – storyboard
guides design
• Explore themes- What is
it you want your student
to end up knowing?
What do you want student
to learn?
• Visualize – drawing, maps,
models, pictures,
simulations
• Start and the end point and work backwards –
World to Land to Attraction to Experience
11th Sakai Conference - June 15-17, 2010 11
12. “To all that come to this happy place:
welcome.” Disney
11th Sakai Conference - June 15-17, 2010 12
13. Learning event; The Beginning
WWWD? - Main Street
• An orientation – A safe place to
return to
• Reward with exploration
• See what is to come
• Objective in site
• Make choices in relaxed space
• Only way to enter and the only way to
exit
Trivia question #1: What year is Main Street set?
11th Sakai Conference - June 15-17, 2010 13
14. Objectives
WWWD? - Weenies
"What you need is a weenie, which says to
people 'come this way.' People won't go
down a long corridor unless there's
something promising at the end. You have to
have something the beckons them to 'walk
this way.‘“ Walt Disney, 1954
#2 Where is Disney’s private apartment located?
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15. Add Weenies
• Disney was a marketing genius he found endless,
ways to promote his products created a
blueprint from which designers can borrow.
• One of Walt's ideas: The weenie!
• a visual magnet; something that draws people
from one area to the next.
• A weenie makes a promise, creates mystery and
excitement, and motivates crowds to move deeper
into the experience.
• The term reportedly came from a boyhood memory of
luring a dog home by dragging a wiener on a string.
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17. Weenies
• The most obvious
weenie is Cinderella's
Castle, which draws
Magic Kingdom
visitors down Main
Street, USA and into
the heart of the park.
#3 How tall is Cinderella’s Castle?
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18. Weenies
Having been pulled to the center of the Magic
Kingdom by the striking 189-foot-tall castle,
theme park guests are then propelled deeper
into the corners of the park by views of the
towering Matterhorn, Thunder Mountain and
Space Mountain.
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19. How weenies work
1. Attract
attention to
objectives
2. Provides
navigational
reference point.
Where you’re
going where
you’ve been.
3. Provides a
choice between
long term and
short term goals
4. Provides
opportunities
for picture
spots.
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20. Enhancing Weenies Encourages Activities
•Provides a goal to obtain
•Enhances goal and adds drama
•Provides an opportunity to backtrack
and change direction adding to
information
Trivia question #4: What year is
Tomorrowland set?
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21. Learning events
WWWD? -Advertise along the way
• Design activities for locations not just a destination
• Reward learners for getting there, foreshadow
potential “dangers”
• Provides excitement about options
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22. Learning events; Freedom of Choice
WWWD? Paths to Exploration
Obvious path
Explore Path
Expedient Path
#5 What Happened June 14,
1959?
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23. Power of path– illusion of freedom
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27. Take a ride; Apply it to Learning
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28. Pathway = Promote the mental construction of the
learner's reality
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29. Continue Path –
Encourage learning by discovery:
Provide directions
along path – text,
images, sounds.
Let discovery happen
lead to what you want
student to know.
Don’t just tell
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30. Continue on Path-
Create a variety of environments for the learner, to practice
thinking in different ways
#6 How many attractions
feature skeletons or skulls?
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31. Tutorial Section - Use multiple modalities, contexts,
strategies, and coaching.
May not
read or
watch
tutorial –
Continue
down path
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32. Instructor facilitates the learner's conceptual modeling
Map out what is to be
discovered – provide help
along the way allow for
discovery.
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33. Provide guidance - students have the opportunity to establish, test,
and rework Patterns and Connections as they "make meaning" out
of learning situations.
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34. Weenies –
Provide sneak peaks at future goals
#7 How tall is Tarzan’s Tree House?
How many branches?
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35. Make first goal easy to achieve
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36. Use scenarios to enforce learning
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37. Clear the path for exit - The learners realities are divergent,
encouraged learners to develop different realities.
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38. … bring learners to where you the instructor want the
student to end up…THE GIFT SHOP
#8 Name three things not sold at
Disneyland
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39. Now …Can it be done in Sakai?
• Home page – entry and exit point
• Wiki
• Forums
• Blogs
• Polls
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40. Trivia Questions Answers
1. 1910
2. Above the fire station on Main Street – Everyone knew when
he was there because of the light left on in the window.
When he died the light stays on in his memory.
3. 77 feet looks taller due to forced perspective. It is also
trimmed in 22 karat gold to glitter even on cloudy days.
4. 1986
5. Vice-President Nixon became the first passenger on Disney’s
Monorail.
6. 12
7. 70 feet tall, 450 branches, 6000 leaves
8. Gum and alcohol (Cigarettes too)
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41. Susan Roig
Director Academic Computing
Claremont Graduate University/SungardHE
Survey please submit survey
http://www.surveymonkey.com/s/sakai10
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