This document summarizes a global education conference that focused on taking a whole child approach to learning. It emphasizes using powerful questions to drive transformational learning by assessing situations, discovering big questions, creating visions of possibilities, and evolving strategies. The document provides examples of more and less powerful questions and encourages assessing current situations, fostering shared meaning through reflection and networks, and including diverse perspectives to connect ideas. It promotes asking strategic questions, having authentic conversations, and nurturing communities of practice to support learning that transforms old paradigms.
Why 3D, Games and Simulations Matter for Learning and Collaboration?Karl Kapp
7th ANNUAL INNOVATIONS IN E-LEARNING SYMPOSIUM Presentation. Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3D characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session discusses research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3d characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on learners behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session will discuss research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Gamification of Learning and Instruction: What Research tells Us About 3D Ava...Karl Kapp
Slides from my SPBT presentation/webinar talking about the Gamification of learning. Also, these slides are a sneak peak of some of the content to be released in Karl's next book "The Gamification of Learning and Instruction."
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This is part two of a workshop I conducted. The hands-on workshop focused on innovative learning techniques and provided experiences for learners to apply the learning within the context of their daily assignments. The audience was primarily learning professionals.
This presentation was given at the 2012 UL Eduneering Knowledge Summit. Here is the description:
Thought you knew about learning design and instruction? Test yourself as Learning myths are presented and exposed in this interactive question and answer session. Once the myths are exposed, we will discuss remedies to each myth based on the latest educational research. This evidenced-based presentation will provide you with the tools, evidence, and techniques you need to go back into your organization and present, design or purchase training that makes a difference.
Why 3D, Games and Simulations Matter for Learning and Collaboration?Karl Kapp
7th ANNUAL INNOVATIONS IN E-LEARNING SYMPOSIUM Presentation. Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3D characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session discusses research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3d characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on learners behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session will discuss research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Gamification of Learning and Instruction: What Research tells Us About 3D Ava...Karl Kapp
Slides from my SPBT presentation/webinar talking about the Gamification of learning. Also, these slides are a sneak peak of some of the content to be released in Karl's next book "The Gamification of Learning and Instruction."
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This is part two of a workshop I conducted. The hands-on workshop focused on innovative learning techniques and provided experiences for learners to apply the learning within the context of their daily assignments. The audience was primarily learning professionals.
This presentation was given at the 2012 UL Eduneering Knowledge Summit. Here is the description:
Thought you knew about learning design and instruction? Test yourself as Learning myths are presented and exposed in this interactive question and answer session. Once the myths are exposed, we will discuss remedies to each myth based on the latest educational research. This evidenced-based presentation will provide you with the tools, evidence, and techniques you need to go back into your organization and present, design or purchase training that makes a difference.
Interactivity, Games, and Gamification: A Research-Based Approach to Engaging...Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. And, yes, you will play a game at this presentation. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
2010-03-10 PARC Augmented Social Cognition Research OverviewEd Chi
This is an overview of the 3-year research works done at the Augmented Social Cognition research group at PARC.
See blog at:
http://asc-parc.blogspot.com
Getting into the VIP of students' brains requires an intentional focus on design and relationship building. Sustaining that access requires emotional and physical safety, and then engaging and challenging and supporting students.
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
This presentation was delivered at the NCISR (National Center for Independent School Renewal), Northeast Cluster Spring Meeting in Providence, RI on 26 April 2010. Unfortunately, Slideshare isn't able to import audio, so, the narration is lost.
The OERu from the inside out and the outside inwitthaus
Presentation given at SAIDE (South African Institution of Distance Education) in Johannesburg, 15 June 2012. The audience included friends of mine from the University of the Witwatersrand and consultants in the fields of adult basic education and training, and so I included an overview of the whole field of OERs before sharing what I had learnt about the OER university through my TOUCANS research.
Presentation overview:
Part 1: OERs... the story so far
Part 2: The OERu from the inside out (views of people working within OERu network institutions)
Part 3: The OERu from the outside in (UK HEI views on the OERu concept)
Please note that this is work in progress and findings are indicative.
What Elements of an Online Profile Predict Target-Rater Agreement in Personal...docdave
Study showing people really can read your personality from your online profile. Presented April 2008 at the Int'l Conference on Weblogs and Social Media (ICWSM) in Seattle, Washington, USA.
Creative Learing isn't the one way of delivering.
If you want to make peple more creative and participate lively you need to know how to ask and make them ask!
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Interactivity, Games, and Gamification: A Research-Based Approach to Engaging...Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. And, yes, you will play a game at this presentation. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
2010-03-10 PARC Augmented Social Cognition Research OverviewEd Chi
This is an overview of the 3-year research works done at the Augmented Social Cognition research group at PARC.
See blog at:
http://asc-parc.blogspot.com
Getting into the VIP of students' brains requires an intentional focus on design and relationship building. Sustaining that access requires emotional and physical safety, and then engaging and challenging and supporting students.
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
This presentation was delivered at the NCISR (National Center for Independent School Renewal), Northeast Cluster Spring Meeting in Providence, RI on 26 April 2010. Unfortunately, Slideshare isn't able to import audio, so, the narration is lost.
The OERu from the inside out and the outside inwitthaus
Presentation given at SAIDE (South African Institution of Distance Education) in Johannesburg, 15 June 2012. The audience included friends of mine from the University of the Witwatersrand and consultants in the fields of adult basic education and training, and so I included an overview of the whole field of OERs before sharing what I had learnt about the OER university through my TOUCANS research.
Presentation overview:
Part 1: OERs... the story so far
Part 2: The OERu from the inside out (views of people working within OERu network institutions)
Part 3: The OERu from the outside in (UK HEI views on the OERu concept)
Please note that this is work in progress and findings are indicative.
What Elements of an Online Profile Predict Target-Rater Agreement in Personal...docdave
Study showing people really can read your personality from your online profile. Presented April 2008 at the Int'l Conference on Weblogs and Social Media (ICWSM) in Seattle, Washington, USA.
Creative Learing isn't the one way of delivering.
If you want to make peple more creative and participate lively you need to know how to ask and make them ask!
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
EdMedia 2012: A Reality Check - Taking Authentic e-Learning from design to im...Marko Teräs
Full paper presentation "A Reality Check
- Taking Authentic e-Learning
from design to implementation" at EdMedia 2012 conference with Hanna Teräs, Jan Herrington.
Teräs, H., Teräs, M. & Herrington, J. (2012). A reality check: Taking authentic e-learning from design to implementation. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2219-2228). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/41058
Similar to Transforming the Ecosystem of Learning With Leadership Inquiry (20)
The slideshow from our Café Cornerstone on Friday September 3rd. The slides were updated after the event to reflect the discussion points generated by those who were able to attend. They first unpacked the questions in small groups before having a whole group discussion.
Slide show highlighting how a fully integrated arts program creates an environments for both cognitive and community development.
The kind of programming and learning that is unquantifiable.
4. Including, but not limited to . . .
Engagement Interest
Ownership Need
Challenge Emotion
Meaningful Novelty
Vested Confidence
Desire Passion
Shared Commitment Ah-ha moment
26. “A paradigm shift occurs when a question is asked
inside the current paradigm that can only be
answered from outside of it.”
Marilee Goldberg
Image: Empower Magazine
27. What is the achievement gap?
Image: Corbis Images
28. How do we close the achievement
gap? Image: Corbis Images
29. Why does the achievement gap
persist? Image: Corbis Images
30. What does learning look like when it is
meaningful to students? Image: Corbis Images
31. A powerful question . . .
)
• stimulates reflective thinking.
• challenges assumptions.
• is thought-provoking.
• generates energy and a vector to explore.
• channels inquiry, promises insight.
• is broad and enduring.
• touches a deeper meaning.
• evokes more questions.
Eric Vogt, 1994
Image: IO9
32. More Powerful 1. Architecture
Why
How What
Where Which
When Who
Closed yes/no questions
Less Powerful
Source: Vogt
33. Are you feeling okay? Where does it hurt?
How are you feeling in general?
Why do you suppose you aren’t feeling well?
Image: New Black Magazine
Questions: Vogt, Brown, Isaacs
34. What can we do?
Vs.
What could we do?
Image: New Black Magazine
Questions: Vogt, Brown, Isaacs
35. Why is my coat unbuttoned?
Vs.
Where can we find spiritual peace?
Image: New Black Magazine
Questions: Vogt, Brown, Isaacs
55. and
Connect Ideas
People
Include Diverse Perspectives
Image: Wired
Content: Vogt, Brown, Isaacs
56. What’s wrong?
What’s working? Who’s to
What’s possible? blame?
Vs.
Support Appreciative Inquiry
Image: Wired
Content: Vogt, Brown, Isaacs
57. Images
System-wide and
Reflection Metaphors
Share
Insights
Fostering Shared Meaning
Image: Wired
Content: Vogt, Brown, Isaacs
58. On the
Fostering Front Lines
Learning
Networks
Nurture Communities of Practice
Image: Wired
Content: Vogt, Brown, Isaacs
59. Powerful Questions
+
Whole Child Focus
+
Community Involvement
=
Old Learning that Transforms
Paradigm
Image: Kootation
60. Thank you
Contact
Jason Flom Resources
JasonQED@gmail.com ASCD Whole Child
@JasonFlom Art Of Powerful Questions
QEDfoundation.org Art & Architecture of
AllKindsOfMinds.org Powerful Questions
Image: career education
Editor's Notes
When was a time when your learning curve was off the charts? What learning experience consumed you? Your most powerful learning?
What were the essential elements of that learning experience (elements without which the experience would not have been as powerful)? What made it so incredible, all consuming, instructive?
Commonly cited elements. How many listed the same exact experience as being the one that was so powerful? (probably none) Variability – complex set of experiences, emotions, interests and feedback loops.
These transformative learning experiences -- how do we cultivate opportunities for students to experience them as well? What student behavior do we see when they are having transformative learning experiences?
This is what everyone’s thinking, right?
QED’s TLM – our road map to transformational learning in schools and other learning environments. – a working living document. The white areas represent a break in practice.
We see the whole child work as an essential element that effecitively influences a number of the other elements. For example, we will not attain racial and social justice without focusing on the whole child. The justice necessitates that students be healthy, safe, engaged, challenged and supported.
Healthy – physically, mentally, emotionally and socially – Relationships, well being, in mind, body, spirtit, and relationships
Just, equitable – does everyone have the same, or does everyone have what they need?
Intentionally involving in things that are meaningful – to the students and to the mission/goal of the school/learning community. Value.
Personalized, keyed into to the individual well being, and communicated through various channels. – Build on their strengths, affinities, and cultivating optimism in the face of adversity.
Intellectually, within the context of a safe environment – that goes beyond the silos of traditional subjects.
Neurodiversity – where we are, what’s going on all around us – emotion plays a huge role how people are feeling – memory informs perception