This document discusses ideas about the future of classrooms and education. It suggests that future classrooms should have flexible and adaptive curricula, allow for creativity through physical spaces and opportunities, and emphasize relationships and community. Good teachers will still be essential to facilitating student-centered learning and collaboration. Examples are given of how technology can enhance connection between students and bring the outside world into the classroom. Future classrooms should empower individual voices, create spaces for play and bringing nature inside, and build trusting communities where both successes and failures are shared.
DIDACTIC UNIT: SECONDARY LEVEL.
TOPIC: "MEMORIES".
DURING THE DEVELOPMENT OF THE ACTIVITIES DESIGNED FOR WEEK Nº 4, WE WORKED WITH MEMORIES CONNECTED TO OUR CHILDHOOD.
DIDACTIC UNIT: SECONDARY LEVEL.
TOPIC: "MEMORIES".
DURING THE DEVELOPMENT OF THE ACTIVITIES DESIGNED FOR WEEK Nº 4, WE WORKED WITH MEMORIES CONNECTED TO OUR CHILDHOOD.
Ragtag leadership presentation - BarCamp Auckland 2010Simon Young
I launched my not-yet-written book, Ragtag Leadership, at BarCamp Auckland on July 17, 2010. Got some great feedback from some smart people that will help shape the book. You can do so too at www.ragtagleadership.com.
How do our work spaces impact our productivity? How can we enhance collaboration within (and across) geographically dispersed teams? This presentation merely poses these questions, provides some links to further information on the topics, and serves as a leaping-off point for discussion.
The Classroom of the Future at Brightspace IgniteD2L Barry
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Sheri Hutchinson, Normandale Community College and Karen LaPlant, Hennepin Technical College
The concept of e-school consultancy for schools is developed
basically to provide a comprehensive and meticulous school
management solution with 'Sunower School' brand to the various
owners of the schools where they don't require any associating
partners as school consultants for physical management.
It is on-line school management consultancy which allows the school
owner / management and principal to manage all departments of
school with sheer excellence. It covers all the aspects of yearly
planning, implementation and control of school activities which can be
well managed by the principal of the school through our self developed
ERP system.
We neither act as a customary advice based school consultant nor
provide school management software, rather we support the partner
sharing our enriched experiential knowledge and mentoring through
our web based school ERP system to manage schools for result
driven functioning.
We manage entire school remotely through e-dimensions with 24x7
academic and technical support to the principal as we actually
manage our own schools.
CAFE(Consistently active, flexible and experiential) workshopAndrew Middleton
With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard
Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the University’s Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space.
The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning.
The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the University’s directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces.
Using a pop-up Stand Up Classroom pedagogy, you will discover ‘whiteboard learning’ through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect.
Participants are invited to become Future Learning Spaces group members.
LiveTiles provides an update on the current digital landscape for those in Professional Learning and Technology. We show examples of what schools are doing to achieve modern learning outcomes and create digital classrooms. This is useful for those interested in driving greater collaboration and productivity outcomes across their school(s)
For more info: https://www.livetiles.nyc/blog/classrooms-of-the-future-microsoft-office-365-event-at-livetiles/
This deck brings you 32 Uses of Microsoft in the Classroom. Be inspired, and explore the ideas in more depth at our Blog Post http://blogs.msdn.com/b/austeachers/archive/2015/01/29/32-engaging-ways-to-use-microsoft-in-your-classroom.aspx
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The Tarrant Institute for Innovative Education presented to the 2014 assembled Legislative Summit on Education at the University of Vermont. They were joined by Burlington 6th grade educator Laura Botte, and Manchester principal Sarah Merrill, in explaining to the Vermont legislators and community members what technology innovation in Vermont middle schools does -- and could -- look like.
Ragtag leadership presentation - BarCamp Auckland 2010Simon Young
I launched my not-yet-written book, Ragtag Leadership, at BarCamp Auckland on July 17, 2010. Got some great feedback from some smart people that will help shape the book. You can do so too at www.ragtagleadership.com.
How do our work spaces impact our productivity? How can we enhance collaboration within (and across) geographically dispersed teams? This presentation merely poses these questions, provides some links to further information on the topics, and serves as a leaping-off point for discussion.
The Classroom of the Future at Brightspace IgniteD2L Barry
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Sheri Hutchinson, Normandale Community College and Karen LaPlant, Hennepin Technical College
The concept of e-school consultancy for schools is developed
basically to provide a comprehensive and meticulous school
management solution with 'Sunower School' brand to the various
owners of the schools where they don't require any associating
partners as school consultants for physical management.
It is on-line school management consultancy which allows the school
owner / management and principal to manage all departments of
school with sheer excellence. It covers all the aspects of yearly
planning, implementation and control of school activities which can be
well managed by the principal of the school through our self developed
ERP system.
We neither act as a customary advice based school consultant nor
provide school management software, rather we support the partner
sharing our enriched experiential knowledge and mentoring through
our web based school ERP system to manage schools for result
driven functioning.
We manage entire school remotely through e-dimensions with 24x7
academic and technical support to the principal as we actually
manage our own schools.
CAFE(Consistently active, flexible and experiential) workshopAndrew Middleton
With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard
Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the University’s Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space.
The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning.
The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the University’s directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces.
Using a pop-up Stand Up Classroom pedagogy, you will discover ‘whiteboard learning’ through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect.
Participants are invited to become Future Learning Spaces group members.
LiveTiles provides an update on the current digital landscape for those in Professional Learning and Technology. We show examples of what schools are doing to achieve modern learning outcomes and create digital classrooms. This is useful for those interested in driving greater collaboration and productivity outcomes across their school(s)
For more info: https://www.livetiles.nyc/blog/classrooms-of-the-future-microsoft-office-365-event-at-livetiles/
This deck brings you 32 Uses of Microsoft in the Classroom. Be inspired, and explore the ideas in more depth at our Blog Post http://blogs.msdn.com/b/austeachers/archive/2015/01/29/32-engaging-ways-to-use-microsoft-in-your-classroom.aspx
Purva sun flower e brochure For Bookings Call +91 9916229967realtyplazza
Purva sun flower e brochure,Purva sun flower Rajaji Nagar,Purva sun flower flats for sale in rajaji nagar,purva sunflower 2bhk flats for sale in Rajaji nagar,purva sunflower 2bhk flats for sale in Rajaji nagar
The Tarrant Institute for Innovative Education presented to the 2014 assembled Legislative Summit on Education at the University of Vermont. They were joined by Burlington 6th grade educator Laura Botte, and Manchester principal Sarah Merrill, in explaining to the Vermont legislators and community members what technology innovation in Vermont middle schools does -- and could -- look like.
To understand the overall scenario of the education system we
mapped out entities and activities involved in a whole system for this
we met few subject matter experts. who gave us and idea and
details about exact working of the system.
Then we have included systemic representations of the system which
specifically deals with
- Information flow
- Money flow
- Rural education system
Now in the context of design education, this may be a good reference work done few years back.I hope this is a useful self-learning content for you all.
Faculty : Shetall Natuu ,Vikram Mitra
From button pushing to problem solving: modern geospatial technology in the c...nacis_slides
NACIS 2016 Presentation
Lyzi Diamond, Mapbox
The world of mapping technology moves fast. Even cartographers in industry have trouble keeping up with the newest trends in geospatial software, libraries, and programming languages. This presents a nontrivial problem for instructors in higher education: students want to be prepared for jobs after college, which means they want to learn the latest and greatest tools. How are teachers supposed to keep up? In this talk, I will present some ideas on how instructors can help students stay on the bleeding edge of geospatial technology without putting in hundreds of extra hours. The talk will factor in perspectives from industry while focusing on the real challenges of working in an academic environment, using real world examples from a university that is overhauling its geospatial technology program this year.
Gamification, Makerspaces, Minecraft: The Classroom of the Future is NowDouglas Kiang
What Does the Classroom of the Future Look Like?
Educators worldwide are looking at diverse models for the future classroom, ranging from the most innovative college and university spaces, to models of industry and dot-com startups. Perhaps more important than what the future learning space looks like, however, is what students are being asked to do to demonstrate their learning. In this talk, catch a glimpse of what a future classroom might look like, in both its curriculum and its physical space. Come explore the DIY “Maker” movement, and what it might mean for the future. Take a look at how companies like Google foster creativity and innovation, and see what kids’ visions of a “learning center” might look like. Finally, we’ll look at an original way to create stronger community in the classroom using the popular game Minecraft as a virtual learning environment.
The iPad Field Trip: Collaboration with iBooks AuthorDouglas Kiang
We will present a framework for structuring student work prior to a field trip, and share tips on creating a collaborative field trip guide rich with multimedia and personal observations. We will also talk about the technical side of authoring in iBooks Author, and provide some tips for combining student work into one volume and distributing it to multiple iPads. These tips and suggestions will help teachers who want to make more out of field trips by involving kids in actively researching, constructing, and sharing.
Interactive Fiction and Game Design Using Inform7Douglas Kiang
Designing a good game involves sketching and storyboarding, storytelling and testing. Inform7 is a free tool that allows kids to create text-based adventure games using a programming language that is easy to learn and understand. Discover how we used Inform7 with fourth graders and high schoolers, implementing a game design framework modeled after the real world, to engage them in a rich design process that promoted deep learning and understanding.
Angry Birds to Minecraft: Game Dynamics and LearningDouglas Kiang
Updated at ISTE 2014! Explore what makes a game addictive, discover the five most addictive games, and learn about the five most powerful game dynamics and how you can use them in your classroom. See video of this presentation here: https://www.youtube.com/watch?v=euE-z_JzTow
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Douglas Kiang
Punahou School
Predicting the classroom of the future, 30 yrs from now, no one will remember what you said in the first place. So you can never be wrong. Funny "21st
century classroom". It’s a pretty low bar. It’s the 21st century now. Every classroom is a 21st century classroom. To have the classroom of the future, you
don’t have to do anything. You just have to wait it out.
2. 1977
So predictions of the future are only useful to the extent that they help us to reexamine the present. Take the classroom of the future, and make it the
classroom of the present. This is a picture of the school that Punahou was to become. In 1978, envisioned by a child. This captivated my attention, and now
thirty years later, I am back, wondering, “Where are the jetpacks?”
3.
4.
5.
6.
7.
8.
9.
10.
11. Curriculum
Classrooms
Community
Characteristics of the classroom of the future: It should have a flexible and adaptive curriculum. Classrooms and physical spaces should allow robust
opportunities for creativity. And finally, it should emphasize relationships and community. Good teachers are an essential part of this equation.
12. What Does the
Curriculum
of
the Future
Look Like?
How do you learn something new? Our answers are different from our kids’ answers. I’ll show you how kids are learning today. I’ll show you what I’m
doing in my own class.
13. When my son wanted to learn how to shave, he didn’t look to me to teach him. He turned to the YouTube to learn and found 800,000 dads willing to teach
my son how to shave. How did he know how to do this? (Why did he feel he needed to?) I have failed as a parent. I have succeeded as a teacher.
14. My daughter decided to make her own Princess Zelda costume for Halloween. This led to a self-taught course in fabrics, paint, foam, stencils, and sewing,
none of which she knew how to do before.
25. Different tracks for various skills give an overall context, or map, of how to progress.
26.
27.
28.
29. Most of these games transcend technology. Technology is the medium for sharing and reaching a global audience. It is not the focus.
30.
31. Like DIY for grown-ups. The Maker Revolution is in full swing. Knowledge is constructed together and shared. Physical spaces such as elementary school
classrooms do this pretty effectively.!
32. How do your students share their work? How open and accessible is your curriculum to being modified, tinkered with, added to?
33. Many years ago a military patrol was caught in a blizzard in the Swiss Alps.
34. They were lost and frightened, but one of them found a map in his pocket. After consulting it, they built a shelter, planned their route, and then waited out
the storm.
35. When the storm cleared a few days later, they made their way back to base camp. Their commanding officer was relieved that they had survived, and asked
them how they had managed to find their way out.
36. One of the soldiers produced the map and he was astonished to see that it was a map of the Pyrenees, not the Alps.
37. It gave them confidence. It gave them an impetus to get moving — direction is sometimes more important than detail. The map rekindled their awareness of
details. A good curriculum does this. Give kids a framework and they will improvise. They’re good at that. School is just a way of giving kids a map to find
their way through the world. Sometimes they are trying to find something — a passion, a sense of self — sometimes they are the ones who are lost.
38. What Does the
Curriculum of
the Future
Look Like?
How do you leverage kids’ ability to DIY? Involve them in creating something that’s never been created before. They still need a framework or a map.
41. means lots of this...!
primary form of assessment
http://www.flickr.com/photos/40964293@N07/4728093020
42. Challenge-Based Learning
Evaluate
Big Idea
Ong
o
Ass ing Inf
essm orm
ative
ent
Essenti
al !
Questio
n
Challenge
Implement
Solution
Ong
o
and ing Do
c
Pub
lishi umenta
ng
tion
Guiding !
Activities/!
Resources
Guiding!
Questions
goi
On
ng
R
ion
ect
efl
Challenge-Based Learning provides a framework -- a map -- but leaves flexibility for kids to chart their own route. Room to improvise! More info at challengebasedlearning.org
43. Challenge
Create an iPhone app that
solves a problem or fills a need.
and we wanted to model what we do after what happens in the real world.
44. What happens in a meeting?
What I asked myself…
http://www.flickr.com/photos/62223880@N00/242264410
What if my course ran like a startup?
45. e
Talk to
er
ach oth
Share data
lve
Help so
s
problem
Plan and
coordinate
Draw
s
picture
Ask
questions
Show work
you would do all of this in a department meeting
51. Cook
(really a cook)
Prepackaged, predone, premade. The value is in repeatability, its predictability. Not novelty. Not that it hasn’t been done before. You don’t want surprises
from a cook. In the cafeteria you don’t want the surprise of the day.
52. Are you a cook, or a chef? Are we making cooks, or chefs?
53. Are you giving kids a recipe? Or are you giving them room to improvise?
54. Tra
I want to train cooks. And train chefs.
ooks
in c
Create chefs
55. School athletes did an app about something they knew a lot about: rehabbing from injuries.
56. “Back in Action”
app video shoot
Had to master skills not just of coding, but of directing, planning, scheduling. These are the right “21st century skills”.
57. “Back in Action”
app video shoot
Direct a model who could do the poses and handle the shoot in a sensitive, professional, way.
58. Developer Day
We brought in experts from the local community and administrators throughout the school to test the apps and give feedback.
59. Developer Day
It was also a celebration of the collaboration between our students and developers, graphic artists, and teachers from the community.
60. Technology is most effective when it enhances and facilitates connection. When we are one pinpoint in a network, not an
island to ourselves.
61. Technology is most effective when it enhances and facilitates connection. When we are one pinpoint in a network, not an island to ourselves.
62. One student worked with a parent to create an app for autistic kids to learn how to count. She developed it for her kid but schools across the country are
using it. Schools, teachers, parents, therapists, etc that work with kids on the autism spectrum have all purchased the app and are awaiting more!
63.
64. Challenge
Get everybody to master
the AP Java subset.
What does this framework look like when applied to studying for the AP exam? This changed the dynamic significantly. We succeed when EVERYBODY
succeeds. That means we all need to know our strengths and weaknesses.
70. The Switch
Students collaborated more
Competition was minimized
AP Exam was marginalized
Achievement gap widened
http://www.flickr.com/photos/48393303@N00/315335738
Student felt that he didn’t need to do well on the AP exam since he already knew he could program.
71. Curriculum of the Future
Create chefs.
Give
them a
map.
Involve the
community.
Build
something
that matters.
In summary, give kids a map that leaves freedom to improvise. It’s like giving them a recipe that they can work off of but add to.
72. What Does the
Classroom
Classroom
of
the Future
Look Like?
http://www.flickr.com/photos/51035555243@N01/10504646224
What kinds of physical structures can we design to support kids’ learning at their own pace? I’ll give you some examples, both from real life, and from kids
themselves.
77. “Lectures exist because humans didn't
scale. Except now they do, thanks to
technology.”!
Arjun Balaji
This has been the classroom of the future for a very long time. If we don’t do anything, the classroom of the future will look like this. Technology has
changed, so the way we teach has to change.
78. The school of the future will be progressive not because it has a spaceship shaped dining hall, but because curriculum and the relationships and the ways
that kids think will be different. Online schools don’t use classrooms. The notion of physical space is different.!
80. Entrepreneurial in structure, whimsical in nature!
Innovation and creativity everywhere!
Open forum for ideas!
Empowered employees!
Lots of free food
81. Community herb garden in the common area. Employees can pick their own herbs to take home.
82.
83. Snacks are available for the taking. Shelves are color-coded to indicate their relative healthiness.
84. A sense of FUN about the Google campus. Incongruous juxtaposition. Examples of public art. What is art’s role in setting the tone for the learning
environment?
85. Fosters a sense of “play” - volleyball sand courts in middle of complex
86. Brightly painted Google bikes are placed around campus. People can ride them to a building and leave them outside.
87. The “mobile meeting” bike seats seven and qualifies as a “mobile collaboration tool”. Adds to a sense of whimsy.
88. Google newsletters are posted in conspicuous locations -- like this one, above the men’s urinal. News and info that people need to know are posted in a nofrills format. Everybody is a node for information. No central newsletter. Surrounded by information, all the time.
89. Google has set up a local network shortcut that allows redirects from goto/keyword.
92. This is the Help Desk, set up like a college café or pizza joint. Notice how the tables allow people with problems to solve, to be grouped together while they
wait. Sometimes problems are solved before they get to the Help Desk.
101. Closeness with nature is part of the school’s core values. Some of the school buildings have grass growing on them.
102.
103.
104. Design Principles Summary
Purpose
Make the learning commons an
expression of and service to
Punahou’s philosophy of education.
Use space to celebrate individual
learning journeys and weave
them into a collective Punahou
story.
Preserve the learning commons’
capacity to hold space for
dreaming.
Enable discovery and inquiry in
the many forms they take.
Strive to make the learning
commons integral to Punahou’s
schedule and campus.
Relationships
and Roles
Space
Celebrate and scaffold the idea
of everyone as teachers and
learners.
Create spaces for the
contemplative, collaborative, and
casual.
Design and staff a hub of support
and wisdom that teaches our
community how to fish in a sea of
possibilities.
Design flexible, interactive
physical and digital structures
that adapt to student needs in
real-time.
Create guided studios for
inventive, experimental making.
Build age-appropriate student
cafés.
Make the learning commons a
place where teachers can be
present for and contribute to
students’ magic learning
moments.
Provide corners and comforts to
build nests.
Blend the library with its
environment.
105. Challenge
Build your ideal "learning commons."
Think about what you are asked to do
as a student. Then think about what
you want to see in a physical space
that supports what you do.
I set up a Minecraft server at my school. My students are going to be assigned to embark on mini-quests with other classmates to learn how to trust and
problem-solve together. It will also encourage their creativity and encourage visual self-expression.
135. Classrooms of the Future
Empower
individual
voices.
Create
spaces
for play.
Bring the
outside in.
136. What Does the
Community
Community of
the Future
Look Like?
The community in the classroom is a hybrid, composed of the face-to-face time and the online presence of your course. GOA Experience, community,
relationships, negotiating for understanding
137. What’s your
fair share?
Community is represented by the whole of the interactions that occur within a group.!
How much do you depend on others? How much do they depend on you?!
Not a zero sum game
138.
139. Create
shared value
together.
Shared value. Example from Back in Action app. The guys actually got an art student in another class to design their icon. She was thrilled that her artwork
would be featured in the App Store, and they were relieved that they didn’t have to draw one themselves. Teaching is a negotiation. We are negotiating
knowledge all the time. We can create value together.
140. Challenge
Create a self-sustaining
community that reinforces trust
among individuals and that
rewards pro-social behavior.
I set up a Minecraft server at my school. My students are going to be assigned to embark on mini-quests with other classmates to learn how to trust and
problem-solve together. It will also encourage their creativity and encourage visual self-expression.
141.
142.
143.
144.
145.
146.
147.
148.
149.
150.
151. Students also had to come up with their own rules that they thought would allow individuals to live together in community, respect each other, and
minimize conflict.
152. Students also had to come up with their own rules that they thought would allow individuals to live together in community, respect each other, and
minimize conflict.
153. Students also had to come up with their own rules that they thought would allow individuals to live together in community, respect each other, and
minimize conflict.
154. Students also had to come up with their own rules that they thought would allow individuals to live together in community, respect each other, and
minimize conflict.
161. An example of a community farm set up by one student for everyone else’s benefit.
162.
163.
164.
165. Should it be banned?
YES! No one needs
explosives that powerful.
No! I have the right to
use it responsibly.
BAN THE USER, NOT
THE MATERIAL!!!!!!!!!
In a supportive community with trust, failure is minimized. We as a community need to own our successes and our setbacks.
166.
167. Community of the Future
Create
shared
value
together.
Own your
successes
and your
setbacks.
Create safe
spaces for
failure.
173. Teachers facilitate studentsoup is made.
Without the stranger, no collaboration.
The student-centered classroom doesn’t happen without the teacher!
174.
175. Teachers are at the heart of the classroom of the future, even if you are not at the front of the room all the time. Empower the individuals in your class. Build
a sense of community. Provide the stone and the map. Let’s take the best parts of the classroom of the future and make them the classroom of the present.
176. 謝謝
Teachers are at the heart of the classroom of the future, even if you are not at the front of the tool all the time. Empower the individuals in your class. Build a
sense of community. Provide the stone and the map.