real-world assignments

Check out what “The Air Force Collaboratory” is doing.

On 09/24/2013, in future of higher education, innovation, learner profiles, more voice more choice more control, new business models, online learning, platforms, productivity / tips and tricks, project-based learning, real-world assignments, social learning / networks, STEAM-related, United States, web-based collaboration, by Daniel Christian

Per Candace Opstvedt from Digital BrinQ:

The Air Force Collaboratory is “an interactive online platform that invites STEM inclined students, educators and innovators to solve some of the Air Force’s toughest challenges. Over 900 ideas have already been submitted by participants in the first project, and we are confident that the “Mind of a Quadrotor” project will be just as successful.

“Mind of a Quadrotor” became active starting on September 1, 2013, and will remain open through October 31. Anyone with an idea can submit their plan for how quadrotors can be used to perform certain actions autonomously; that is with minimal human intervention.

To give you a little more background, check out The Air Force Collaboratory website. You can also check out project highlights and information at, http://www.good.is/stem.

From DSC:
(At least) a few things strike me as noteworthy here:

Note the potential power of a web-based learner profile like this. Create a web-based profile. Choose project. Earn badges/achievements. Solve topics. Follow your activity (i.e. progress). Hmmmmmmm…..interesting….
The use of crowdsourcing to identify/create solutions for existing problems.
Presenting real-world problems/projects and asking for real-world solutions.

Tagged with: crowdsourcing

Reflections on “The New Bill of Rights for All Students” [Busteed]

On 09/09/2013, in career development, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, higher education, K-12 related, more voice more choice more control, motivation, passions, real-world assignments, workplace, by Daniel Christian

The New Bill of Rights for All Students — from thegallupblog.gallup.com by Brandon Busteed, Executive Director of Gallup Education; with thanks to Jackie Gerstein for posting this on Twitter

Excerpt (emphasis DSC):

Gallup has a silver bullet for solving many of the world’s problems. Here it is: Every student in the world, from pre-K to higher ed, needs:

Someone who cares about their development
To do what they like to do each day
To do what they are best at every day

That’s it.
…
This insight is rooted in Gallup’s most important findings — everyone in the world wants a good job, and no one ever became successful by trying to improve their weaknesses. They became great by playing to their strengths and leveraging their innate talents. These two findings have absolutely everything in common with the new bill of rights.
…
Gallup estimates that — at most — 30% of the United State’s workforce is actively engaged in their work. We also know the outlook is pretty miserable in schools; in elementary school, engagement peaks at 76%, but then decreases each year students are in school — down to 61% in middle school and then 44% in high school. If schools focused on students’ strengths rather than their weaknesses, students would be more engaged throughout their entire education.

From DSC:
Marcus Buckingham’s work is key here and I agree with his perspectives on this.

I’d like to add that beyond foundational knowledge/skills, our time is best spent developing our passions, gifts, and abilities — applied towards read-world issues, problems, fun.

Work-based learning schemes: the future of employment [Belliveau]

On 09/03/2013, in 21st century, career development, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, education reform, future, innovation, professional development, real-world assignments, student-related, surviving, training / L&D, trends, UK, workplace, by Daniel Christian

Work-based learning schemes: the future of employment — from hrzone.com by Vincent Belliveau; with thanks to Roger Francis for Scooping this item

Excerpt (emphasis DSC):

Apprenticeships are run by colleges who partner with local organisations to offer work experience. However, businesses are now going one step further and introducing their own work placement schemes. John Lewis recently revealed plans to develop its internal vocational qualifications programme through the ‘University of John Lewis’. The scheme offers a range of work based qualifications, giving staff the opportunity to gain externally recognised credentials and progress in their career simultaneously. This is a part of a growing trend, with accountancy firms KPMG and PwC and fast food restaurants KFC and McDonalds offering similar opportunities, transforming how they recruit and develop.

These schemes are beneficial to both the organisation and the candidate. By employing new recruits, businesses do not need to compensate for the bad habits that employees may have picked up at a different organisation or at university, allowing them to shape the candidates they want. By taking the time to introduce a programme that invests in employees futures, companies such as John Lewis will build employee loyalty and by association, productivity in their organisation.

Also see:

IBM’s Department of Education — from nextcity.org by Greg Lindsay

About the program (emphasis DSC):

Thanks to digital media, the Internet and new advances in understanding how students learn, educators are beginning to appreciate the importance of breaking out of the classroom and into the wider world. There’s a growing understanding that learning should not just be preparation for life, but is actually “life itself.”

Is School Enough? documents vivid examples of where new modes of learning and engagement are taking hold and flourishing. Featuring nationally recognized educators and researchers, Stephen Brown’s powerful stories show that when students have the opportunity to explore real interests and problems, they step up and perform at the highest level. This new approach reaches motivated students as well as kids that educators call “the bright and bored,” helping these learners tune in rather than drop out.

Is School Enough? introduces parents, educators, and everyone passionate about learning to:

• Students in Maine who work with veterinary experts and digital apps to prepare a new home for a retired circus elephant.
• Young people worldwide who use the online Harry Potter Alliance to launch meaningful social justice initiatives.
• A curious and creative teen who crafts her own educational experience based on her passion for natural healing and yoga.
• A young man in Oakland who produces state-of-the-art music videos to engage his community—and himself.

Through the voices of these inspired students and America’s foremost education thought leaders, Is School Enough? provides insight into an essential new understanding of what education can be in the 21st century. Is School Enough? is the second in a series of programs about kids, digital media and education. The first program, Digital Media: New Learners of the 21st Century explores students claiming digital media as a means of connecting, communicating, creating, and learning, while interpreting its importance and providing a window into 21st-century education.

Alive in the Swamp — from nesta.org.uk by Michael Fullan and Katelyn Donnelly

Excerpt (emphasis and link below from DSC):

The authors argue that we should seek digital innovations that produce at least twice the learning outcome for half the cost of our current tools. To achieve this, three forces need to come together. One is technology, the other pedagogy, and the third is change knowledge, or how to secure transformation across an entire school system.

…

The breakthrough in Alive in the Swamp is the development of an Index that will be of practical assistance to those charged with making these kinds of decisions at school, local and system level. Building on Fullan’s previous work, Stratosphere, the Index sets out the questions policymakers need to ask themselves not just about the technology at any given moment but crucially also about how it can be combined with pedagogy and knowledge about system change. Similarly, the Index should help entrepreneurs and education technology developers to consider particular features to build into their products to drive increased learning and achieve systemic impact.

The future will belong not to those who focus on the technology alone but to those who place it in this wider context and see it as one element of a wider system transformation. Fullan and Donnelly show how this can be done in a practical way.

Also see:
.

A new use for MOOCs: Real-world problem solving [Nurmohamed, Gillani, & Lenox]

On 07/09/2013, in lifelong learning, MOOCs -- Massive Open Online Courses, real-world assignments, staying relevant, by Daniel Christian

A new use for MOOCs: Real-world problem solving — from blogs.hbr.org by Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox

Excerpts:

However, directly comparing MOOCs to traditional classrooms may prevent us from realizing the true potential of global online education. Perhaps it’s time we stop trying to fit MOOCs into old educational molds and start considering how we can harness their powers in new and exciting ways.

…

In a knowledge economy, life-long learning is not confined to a canonical classroom, and students enrolling in MOOCs cannot be compared with those enrolling in traditional higher education settings. We need to rethink what constitutes “a student.” Today’s students are astute, have work experiences, and in many cases, have already developed a set of core competencies. Moreover, students in MOOCs offer unique international perspectives that would be the envy of any business school classroom.

A solid animation/website of 10 expectations from today’s student — from LeavingToLearn.org

On 05/22/2013, in engagement / engaging students, expectations, experimentation, love of learning, motivation, passions, personalized/customized learning, play, real-world assignments, reinvent, relationships, staying relevant, student-related, by Daniel Christian

Tagged with: creativity • customized learning • engagement • experimentation • Keeping students engaged • more choice more control • motivation • passions • personalized learning • play • real-world assignments • reinvent • staying relevant • student expectations

Also, from Steve Wheeler’s Are you a meerkat or an ostrich?

Etienne Wenger recently declared: ‘If any institutions are going to help learners with the real challenges they face…(they) will have to shift their focus from imparting curriculum to supporting the negotiation of productive identities through landscapes of practice’ (Wenger, 2010).

We live in uncertain times, where we cannot be sure how the economy is going to perform today, let alone predict what kind of jobs there will be for students when they graduate in a few years time. How can we prepare students for a world of work that doesn’t yet exist? How can we help learners to ready themselves for employment that is shifting like the sand, and where many of the jobs they will be applying for when they leave university probably don’t exist yet? It’s a conundrum many faculty and lecturers are wrestling with, and one which many others are ignoring in the hope that the problem will simply go away. Whether we are meerkats, looking out and anticipating the challenges, or ostriches burying our heads in the sand, the challenge remains, and it is growing stronger.

Also see:

The Nature of the Future: The Socialstructed World — from nextberlin.eu by Marina Gorbis, Institute for the Future
Marina Gorbis, Executive Director of the Institute for the Future (iftf.org) discussed the evolution of communication and its consequences at NEXT13. She analyzed the perks and challenges of the new relationship-driven or “socialstructed” economy, stating that “humans and technology will team up”. Her new book ‘The Nature of the Future: Dispatches from the Socialstructed World’ was published in early 2013. Watch her inspiring talk on April 23, 2013 at NEXT13.

From DSC:
My best take on this at this point:

Give students more choice, more control of their learning
Help them discover their gifts, abilities, talents, passions
Help them develop their gifts, abilities, talents, passions
Provide content in as many ways as possible — and let the students work with what they prefer to work with
Implement story, emotion, creativity, and play as much as possible (providing plenty of chances for them to create what they want to create)
Utilize cross-disciplinary assignments and teams
Integrate real-world assignments/projects into the mix
Help them develop their own businesses while they are still in school — coach them along, provide mentors, relevant blogs/websites, etc.
Guide them as they create/develop their own “textbooks” and/or streams of content

Tagged with: adjunct faculty • change • curriculum • customized learning • dangers of the status quo • Daniel S. Christian • education reform • engaging students • future • future of higher education • hearts -- matters of the heart • higher education • homeschooling/homeschoolers • K-12 • Keeping students engaged • learning ecosystem • more choice more control • motivation • passions • personalized learning • real-world assignments • reinvent • staying relevant • student-related • teachers • teaching & learning

Innovations class — by Don Wettrick

On 04/29/2013, in 21st century, innovation, K-12 related, real-world assignments, staying relevant, student-related, by Daniel Christian

This Innovations class was started by instructor Don Wettrick because he felt the need to combine project based learning (or passion based learning) with 21^st century skills. Built on the “Three Cs” (critical thinking, collaboration, and communication), the Innovations class strives to seek out projects that are important to our school/ town/ state/ world. This class has four requirements:

Research a topic/ concept/ issue that would impact your community.
Collaborate with experts outside of your school.
Carry out the project with a passion!
Blog/ share your results with the world.

Also see:

Innovations: Project

and, slightly related:

To innovate, find what’s hiding in plain sight — from hbr.org by Vijay Govindarajan and Srikanth Srinivas

Tagged with: 21st century • innovation • K-12 • real-world assignments • staying relevant

My reflections on “MOOCs of Hazard” – a well-thought out, balanced article by Andrew Delbanco

On 04/10/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, animation, Artificial Intelligence/Agents/LLMs/and Related, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, computer science, consortiums, content development, aggregation, repositories, convergence, cost of getting a degree, creativity, Daniel S. Christian, data related items, design, digital learning, digital storytelling, disruption, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, machine-to-machine communications, media/film, mirroring and/or multiple devices, mobile learning, MOOCs -- Massive Open Online Courses, multi-touch, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new media literacies, online learning, online tutoring, personalized/customized learning, programming, real-world assignments, reinvent, second screen apps, simulations, smart/connected TV, social learning / networks, storytelling, streams of content, user experience (UX), user interface design, using teams, Virtual Reality (VR) / worlds / learning, virtual tutoring, by Daniel Christian

From DSC: Below are my reflections on MOOCs of Hazard — from newrepublic.com by Andrew Delbanco — who asks: Will online education dampen the college experience? Yes. Will it be worth it? Well…

.
While I’m not sure that I agree with the idea that online education will dampen the college experience — and while I could point to some amazing capabilities that online education brings to the table in terms of true global exchanges — I’ll instead focus my comments on the following items:

1) Massively Open Online Courses (MOOCs) are recent experiments — ones that will continue to change/morph into something else.
They are half-baked at best, but they should not be taken lightly. Christensen, Horn, Johnson are spot on with their theories of disruption here, especially as they relate to innovations occurring within the virtual/digital realm. For example, the technologies behind IBM’s Watson could be mixed into the list of ingredients that will be used to develop MOOCs in the future. It would be a very powerful, effective MOOC indeed if you could get the following parties/functionalities to the table:

IBM — to provide Watson like auto-curation/filtering capabilities, artificial intelligence (AI) capabilities, as well as data mining/learning analytics expertise, joined by
Several highly-creative firms from the film/media/novel/storytelling industry, who would be further joined by
Experts from Human Computer Interaction (HCI)/user interface/user experience design teams, who would be further joined by
Programmers and interaction specialists from educational gaming endeavors (and from those who can design simulations), joined by
Instructional designers, joined by
The appropriate Subject Matter Experts who can be reached by the students as necessary, joined by
Those skilled in research and library services, joined by
Legal experts to assist with copyright issues, joined by
Other specialists in mobile learning, 3D, web development, database administration, animation, graphic design, musicians, etc.

It won’t be long before this type of powerful team gets pulled together — from some organizations(s) with deep pockets — and the content is interacted with and presented to us within our living rooms via connected/Smart TVs and via second screen devices/applications.

2) The benefits of MOOCs

For colleges/universities:
- MOOCs offer some serious marketing horsepower (rather than sound pedagogical tools, at this point in time at least)
- They are forcing higher ed to become much more innovative
- They provide great opportunities to build one’s personalized learning networks, as they bring forth those colleagues who are interested in topic A, B, or C
- They move us closer to team-based content creation and delivery
  .
For students:
- They offer a much less expensive option to go exploring disciplines for themselves…to see if they enjoy (and/or are gifted in) topic A, B or C
- They provide great opportunities to build one’s personalized learning networks, as they bring forth those colleagues who are interested in topic A, B, or C
- They provide a chance to see what it’s like to learn about something in a digital/virtual manner

3) The drawbacks of MOOCs:

MOOCs are not nearly the same thing as what has come to be known as “online learning” — at least in the higher ed industry. MOOCs do not yet offer what more “traditional” (can I say that?) online learning provides: Far more support and pedagogical/instructional design, instructor presence and dialog, student academic support services, advising, more student-to-student and student-to-faculty interaction, etc.
.
MOOCs are like drinking from a firehose — there are too many blogs/RSS feeds, twitter feeds, websites, and other resources to review.

4) It would be wise for all of us to be involved with such experiments and have at least a subset of one’s college or university become much more nimble/responsive.

Also see:

Delbanco’s interview in The Hedgehog Review

Tagged with: 1:1 • 21st century • 24x7x365 • A/V • adjunct faculty • AI • analytics • Bring your own device (BYOD) • cloud-based computing / apps / other cloud-related • computer science • creativity • cross-disciplinary assignments • customized learning • Daniel S. Christian • data mining • design • digital storytelling • faculty • graphic design • instructional design • interaction design • interface design • Learning Agents • learning from the living [class] room • Media/film • mirroring / multiple devices • multi-touch • multimedia • online learning • online tutoring • personalized learning • programming • second screen apps • simulations • Smart/Connected TV • Using teams • vendors • virtual reality / worlds / learning • virtual tutoring • visual design • Walmart of Education • web design

Items re: multi-screen media — eventually this trend/convergence enables “Learning from the Living [Class] Room”

On 03/15/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, Artificial Intelligence/Agents/LLMs/and Related, business, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, digital storytelling, digital textbooks, digital video, disruption, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, Europe, game-changing environment, global / globalization, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, internet, languages and translation, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, machine-to-machine communications, media/film, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, passions, personalized/customized learning, play, real-world assignments, second screen apps, smart/connected TV, social learning / networks, social media, society, storytelling, streams of content, student-related, technologies for your home, telepresence, television, training / L&D, transmedia, trends, ubiquitous learning, UK, using teams, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, by Daniel Christian

PayWizard launches first dedicated payment and subscriber management solution for TV and media industry — from PayWizard

Excerpt:

London, 21 February 2013 – PayWizard, specialists in payment and subscription management, has launched the TV and media industry’s first dedicated, end to end payment and subscription solution. The integrated solution brings together a strong heritage in the Pay-TV market with a deep understanding of the challenges TV operators and media companies face in monetising the multiplatform world.

Using its award-winning modular Payment and Subscription platform, PayWizard combines payment processing, intelligent subscriber management technology and real-time customer service operations to tailor-make solutions that enhance the consumer experience across all screens.

With 16.8 billion video-enabled devices set to be in the global marketplace by 2015, content owners are facing the challenge of enhancing existing services while creating compelling experiences that embrace new routes to market. PayWizard’s comprehensive set of products and services has enabled clients, such as the UK’s biggest commercial broadcaster, ITV, to address these commercial challenges by enabling new monetisation strategies to drive revenue and profitability.

Also see:

Multi-screen – are we there yet? — from blog.adbglobal.com
Digital Home World Summit — London, UK — June 18-19, 2013

From DSC:
See the categories listed above for the items/topics/disciplines/trends that are relevant here.

Addendum:

Check this out!

Massive Open Online Course offered by UMass Boston to feature the first adaptive MOOC technology
Enables students to be taught according to individual learning strategies

Excerpt from email:

(Boston, MA) – February 27, 2013 – If you’ve ever been in a course and struggled because you just aren’t “getting it,” the reason might be less your ability than the way in which the material is being presented.

New technology is now allowing online course environments to analyze how individual students learn, customizing instruction to individualized learning strategies. The College of Advancing and Professional Studies (CAPS) at the University of Massachusetts Boston has teamed up with USDLA 21st Century Sponsor, Synaptic Global Learning (SGL), to use the new learning management system, Adaptive Mobile Online Learning (AMOL), to deliver the first adaptive Massive Online Open Course (a-MOOC) ever offered. The course launches March 25.

Tagged with: A/V • AI • analytics • business • convergence • corporate / business world • Daniel S. Christian • etmooc • learning from the living [class] room • mirroring / multiple devices • new business models • second screen apps • trends • TV • UK • vendors

VIDEO | The Educational Landscape in 50 Years [The Khan Academy]

On 03/14/2013, in creativity, education, education reform, education technology, emerging technologies, engagement / engaging students, future, K-12 related, more voice more choice more control, participation, real-world assignments, strategy, student-related, teachers, teaching & learning, by Daniel Christian

VIDEO | The Educational Landscape in 50 Years — from the evoLLLution.com by The Khan Academy

Excerpt:

In this video, Salman Khan, founder of the Khan Academy, a not-for-profit online education provider, shares his thoughts on what the educational landscape will look like in 50 years. By 2060, Khan predicts three major shifts in education: a change to the classroom model, a change to the credential model and a change in the role of the instructor.

Tagged with: creativity • education • education reform • educational technology • engagement • future • K-12 • more choice more control • participation • real-world assignments • roles • student-related • teachers

Reflections on “MOOCs and online learning: An interview with Jack Welch” [Glader]

On 02/28/2013, in corporate / business world, Daniel S. Christian, learning ecosystem, Learning from the Living [Class] Room, MBA, MOOCs -- Massive Open Online Courses, online learning, real-world assignments, by Daniel Christian

MOOCs and online learning: An interview with Jack Welch — from edudemic.com by Paul Glader

Excerpt:

WA – What do you think of this trend in Massive Open Online Courses, or MOOCs? Where is it going?

JW – Tom Friedman talked about it a few weeks ago (in the New York Times). It seems a little like the stigma associated with online learning, similar to online dating sites, is washing away. Every trend is going in that direction. We can give an MBA for $30,000 and you keep your job and are moving up in a company. Contrast that with leaving a job for two years and you lose $100,000 or whatever your salary is. You pay these exorbitant MBA costs for two years – $125,000. The economics are all going in the right direction for online education. It’s just as rigorous or more rigorous because you can’t just BS the classes. Everything is going in our direction. We can offer a rigorous MBA program while we make you a better leader. The theme of our school is we teach you on Tuesday and you put it into practice on Wednesday. In other MBA programs, you learn on Tuesday and, two years later, you put it to work.

From DSC:
I continue to wonder if and when corporate training and development programs/departments will shift their attention to two main things:

Helping employees build their own learning ecosystems — based upon each employee’s career goals, current/near-future positions, projects that they are working on, etc.
Creating MOOCs — and/or what MOOCs eventually morph into — for their own companies; then selecting the cream of the crop for an interview or an immediate job offer

Tagged with: corporate / business world • Daniel S. Christian • etmooc • learning ecosystem • learning from the living [class] room • MBA • MOOCs • online learning • real-world assignments

From DSC:
Some very frustrated reflections after reading:

It’s time to worry: Boys are rapidly falling behind girls in school — from takepart.com by Peg Tyre
Reporter Peg Tyre explains why the challenges boys face in school need to be taken much more seriously.

Excerpt:

Right now, boys are falling out of the kindergarten through 12th grade educational pipeline in ways that we can hardly imagine.

This situation continues to remind me of the oil spill in the Gulf (2010), where valuable resources spilled into the water untapped — later causing some serious issues:
.

From DSC:
What are we doing?!!! We’ve watched the dropout rates grow — it doesn’t seem we’ve changed our strategies nearly enough! But the point that gets lost in this is that we will all pay for these broken strategies — and for generations to come! It’s time to seriously move towards identifying and implementing some new goals.

What should the new goals look like? Here’s my take on at least a portion of a new vision for K-12 — and collegiate — education:

Help students identify their God-given gifts and then help them build up their own learning ecosystems to support the development of those gifts. Hook them up with resources that will develop students’ abilities and passions.
.
Part of their learning ecosystems could be to help them enter into — and build up — communities of practice around subjects that they enjoy learning about. Those communities could be local, national, or international. (Also consider the creation of personalized learning agents, as these become more prevalent/powerful.)
.
Do everything we can to make learning enjoyable and foster a love of learning — as we need lifelong learners these days.
(It doesn’t help society much if students are dropping out of K-12 or if people struggle to make it through graduation — only to then harbor ill feelings towards learning/education in general for years to come. Let’s greatly reduce the presence/usage of standardized tests — they’re killing us! They don’t seem to be producing long-term positive results. I congratulate the recent group of teachers who refused to give their students such tests; and I greatly admire them for getting rid of a losing strategy.)
.
Give students more choice, more control over what their learning looks like; let them take their own paths as much as possible (provide different ways to meet the same learning objective is one approach…but perhaps we need to think beyond/bigger than that. The concern/fear arises…but how will we manage this? That’s where a good share of our thinking should be focused; generating creative answers to that question.)
.
Foster curiosity and wonder
.
Provide cross-disciplinary assignments/opportunities
.
Let students work on/try to resolve real issues in their communities
.
Build up students’ appreciation of faith, hope, love, empathy, and a desire to make the world a better place. Provide ways that they can contribute.
.
Let students experiment more — encourage failure.
.

Tagged with: communities of practice • cross-disciplinary assignments • dangers of the status quo • Daniel S. Christian • etmooc • experimentation • faith • global • Global learning • hearts -- matters of the heart • higher education • homeschooling/homeschoolers • instructional design • interactivity • K-12 • leadership • learner profiles • Learning Agents • learning ecosystem • learning from the living [class] room • learning preferences • love of learning • morals/values • participation • real-world assignments • relationships • strategy • student-related

3 demos available now from socraticarts.com [Schank]

On 02/20/2013, in computer science, programming, real-world assignments, story, by Daniel Christian

3 demos available now from socraticarts.com — per Roger Schank (@rogerschank)

Excerpt from SEO module:

How is this course different than most university courses?

This course differs from a typical university course in many ways. It is based on a story-centered, learn-by-doing approach, rather than lectures and exams. The context in which you work is not a classroom but a job, with task assignments similar to those done by professionals in the real world. Unlike the real world, we are here to help you as you move through the scenario.

Our support resources, which include books and links, have been carefully selected to be directly relevant to the tasks you need to accomplish. They are appropriate for beginners, and aligned with the current professional standards of best practice.

Our mentors will give you detailed, informative critiques of your solutions, pointing out how your solutions can be dramatically improved.

The net result of the above is that if you successfully complete this course, you will achieve not just basic understanding of key concepts, but actual mastery of the skills needed in the real world.

Tagged with: computer science • practice • programming • real-world assignments

Previous Entries Next Entries

Learning Ecosystems

A new use for MOOCs: Real-world problem solving [Nurmohamed, Gillani, & Lenox]

Reflections on “MOOCs and online learning: An interview with Jack Welch” [Glader]

3 demos available now from socraticarts.com [Schank]

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