CEFPI Mayfield Project 2014

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Excerpt:

A group of ten young professionals from backgrounds of architecture, design and education collaborate together in preparation for a year-long research program investigating educational design.

This is the Mayfield Project.

 

From DSC:
Also, consider subscribing to their blog to keep up-to-date on their work.

 

Also see:

  • Hard working environments for future education — from nbrspartners.net
    Excerpt:
    McCrindle Research, a leading Sydney-based social researcher, organise an annual Education Future Forum. At this year’s Forum James Ward and Andrew Duffin of NBRS+PARTNERS presented a study into Future Place Learning Environments.

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HowWillSchoolsLookIn10Years-May2013

 

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


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…


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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
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  • 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.
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  • 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:

Top 100 Electrolux Design Lab 2013 Entries Announced

Excerpt:

From more than 1700 entries this year, Electrolux Design Lab has shortlisted 100 entries. The submissions encompass 3D printing technology, wearable appliance accessories, concepts that reflect our memories and highlight our senses, new integrated solutions as well as smart technology in social cooking solutions. All of the 100 Entries are hungry for your VOTE, so that they can move to Stage 3.

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InDesign FX: How to create a puzzle with InDesign — from blog.lynda.com by Mike Rankin

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How to create a puzzle effect using InDesign

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Also see:

  • How to hook your reader from the very first page — from blog.lynda.com by Lisa Cron
    Excerpt:
    Think stories are just for entertainment? They’re not. Stories are simulations that allow us to vicariously experience problems we might someday face. Think of them as the world’s first virtual reality—minus the geeky visor. Story was more crucial to our evolution than opposable thumbs. All opposable thumbs did was let us hang on. Story told us what to hang on to.
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    The great feeling of enjoyment we get when a story grabs us is nature’s way of making sure we pay attention to the story.

14-foot wall built out of 12,000 colorful pencils — from mymodernmet.com, highlighting the work of blackLAB Architects

 

 

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PBS LearningMedia Spotlight: Young Inventors, Designers & Innovative Thinkers
Spark your students’ curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in PBS LearningMedia. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology. For free access to PBS LearningMedia, register today!

Designing a Wheelchair for Rugby
Grades 6-12 | Video | Inventions
See what happens when a U.S. Paralympic athlete challenges two teams of high school students to build an automated wheelchair. Use this segment to initiate a design challenge in your own classroom.

Wind Energy Fuels Jobs for Oklahoma Youth
Grades 6-13+ | Video | Innovations
How can your students affect the world around them? Use this video segment about wind energy to illustrate the real-world impact of an innovative idea.

Scientist Profile: Inventor
Grades 4-6 | Video | Inventions

Get your class excited about great ideas! Introduce them to Ryan Patterson, teen scientist and inventor of an electronic sign language translator glove.

Kid Designer: A Comfortable Cardboard Chair
Grades 3-12 | Video | Inventions

Introduce your class to this industrious young designer who demonstrates how to construct a sturdy chair out of cardboard.

A House for Teddy Bear
Grades K-2 | Video | Problem Solving

See these young learners engaged in problem solving and trial-and-error design! Consider replicating this project in your own classroom to reinforce lessons on design, construction, and experimentation.

Sid’s Amazing Invention
PreK-1 | Video | Problem Solving

Sid believes that he has invented the ultimate solution to putting away his toys, later to learn that his invention is actually a simple machine called a lever. Invite young learners to explore the function of a lever alongside Sid and his friends.

Mayer & Clark – 10 brilliant design rules for e-learning — from Donald Clark

Excerpt:

Richard Mayer and Ruth Clark are among the foremost researchers in the empirical testing of media and media mix hypotheses in online learning. Their e-Learning and the Science of Instruction (2003) covers seven design principles; multimedia, contiguity, modality, redundancy, coherence, personalisation, and practice opportunities. Clear explanations are given about the risks of ignoring these principles – with support from worked examples and case study challenges. It should be a compulsory text for online learning designers.

ScreenChampsAwards-Techsmith2012

 

Excerpt:

Description:

Enter up to three (3) screencast videos. Videos will be assigned a category based on the information you provide (so please be as detailed as possible!). Categories are: Education (videos with a focus on teaching and/or schools, at any level); Tutorial/Training (videos with a focus on training or tutorial content); Sales and Marketing (videos made to sell or persuade); and Wildcard (videos that don’t fit in the previous categories).

40 free world flags icon sets — from hongkiat.com by Michael Poh

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