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robertogreco : classrooms   67

BMCM+AC Bookstore on Instagram: “The one idea most commonly agreed upon was that “living” and “learning” should be intertwined. Education should proceed everywhere, not…”
The one idea most commonly agreed upon was that “living” and “learning” should be intertwined. Education should proceed everywhere, not only in classroom settings—which in fact, at least as usually structured, are among the worst learning environments imaginable. A favorite slogan at Black Mountain was that “as much real education takes place over the coffee cups as in the classrooms.”⁠⠀
-Martin Duberman in "Black Mountain: An Exploration in Community"⁠⠀
Photo: Professor Charles Lindsley teaches a chemistry class on the lawn of the Blue Ridge Assembly. Courtesy of Western Regional Archives/State Archives of North Carolina
blackmountaincollege  bmc  education  lcproject  openstudioproject  unschooling  life  living  howwelearn  howweteach  experience  experientiallearning  classrooms  martinduberman 
september 2019 by robertogreco
How To Transform a Space | Activities For Children | Do It Yourself, Environment, homeschool, Imagination, Play At Home Mom, Uncategorized | Play At Home Mom
"Here are the steps I use when transforming a space – whether it be a classroom or playroom…..

1. Move everything out. Yep, get to work and clear out the entire space. This includes taking everything off the walls. My classroom had SEVEN cork boards (not even at child height – which is an entirely different topic altogether) with SEVEN different colors and SEVEN different borders. Whoa!!

2. Clean. There’s no better palate than a nice, clean space. My classroom walls were covered in posters, letters, numbers, tape, and Velcro. The first thing I did was rip those suckers off the walls. I did that before I even decided to take ‘before’ pictures. My floors were a disaster, covered in tape and sand.
3. Purge. Not going to use it? Chunk it. (I threw away about 4 filing cabinets full of worksheets. Worksheets? In pre-k? Pfft!!)

4. Sit in the space – I know this sounds corny, but sitting in a space to visualize how children play is important.

5. Consider the light. Natural light is a great area for an art space, darker areas are good spaces for relaxing and light panel play.

6. Is there a sink in the room? My classroom does not have a sink. Boooooooo! If you have a sink in your space, it’s also a good area for art….washing paint brushes, cleaning paint containers, etc.

7. Get neutral rugs and leave the walls bare. As Alfie Kohn says,

“You can tell quite a lot about what goes on in a classroom or a school even if you visit after everyone has gone home. Just by looking at the walls – or, more precisely, what’s on the walls — it’s possible to get a feel for the educational priorities, the attitudes about children, even the assumptions about human nature of the people in charge.”

Clean walls and neutral rugs/tables helps keep the focus on the beauty of the materials in the room, rather than the bright colors of carpet, tables, and furniture. Let children create the space with pictures of them playing and their artwork. This is a great way for them to reflect on their play and feel worthy – the space belongs to them.

8. Move things back and set up one space at a time. You might find that once you get the furniture in, it really doesn’t work in that space. We have a resource room in our school, so ALL of the cabinets and filing cabinets from my room went in there, to allow for more space. The same can be done with playroom closets, basements, and attic space.

9. Bring in your own lighting. One thing I love about my son’s Montessori school is all of the natural sky lights and the fact that they use lamps around the room for lighting, as opposed to overhead fluorescent lights – yuk! I keep the lights off in my classroom and rely on light sources such as strands of light, rope lights, lamps, and the overhead projector to light our room. There is something very peaceful about the space, and everyone who enters my room comments about how peaceful it is. Yay! That’s what I was going for.

10. Remember that nothing is permanent. It’s okay to change the room around to meet the needs of your students. I recently made a “cozy corner” where we put our rock pillows. Children can go here to read, listen to stories, of just jump on the pillows. My guess is that my room will change again."
via:jolinaclément  2015  classrooms  alfiekohn  sfsh  schooldesign  classroomideas 
august 2016 by robertogreco
Assorted Stuff : Wasted Spaces
"When I go to ISTE, I’m mostly looking for interesting and new-to-me ideas for using technology to enhance learning. For adults as well as kids. While you can do much of that inquiry online, there is something about being immersed live in the community that cannot be duplicated digitally.

At the same time I also make it a point to attend sessions by a small group of the same presenters, even if I pretty much know what they’re going to say. Because I also know they are people who will inspire me and jumpstart my thinking in unique ways. One of those people is Will Richardson.

During his ISTE talk, Will compared the very trendy concept of makers spaces with computer labs, saying that schools need a maker culture, not spaces. It was almost a throwaway line, a relatively small point in his talk but also one that got stuck in my warped little mind.

Wiil’s view of maker spaces as the new computer lab* perfectly encapsulates the uneasy, slightly negative feelings I’ve had towards the maker space concept, as the chatter and activity around it has has grown over the past four or five years.

It’s not that I disapprove of the idea of kids as makers. I love it. That’s exactly what school should be. But that’s not how the concept is applied in most schools.

As happened with computing devices, someone’s idea of a “maker space” is set up in a corner of the library, stored in a vacant room, or assembled in a cart rolled between classrooms. With students performing pre-planned activities for a fixed period of time, before returning to their “real” work.

In most schools I’ve observed, maker space is a pull out program for students that we know will pass the spring tests. A reward for completing that real work. An option for kids before or after school, or during lunch. An elective for students with space in their schedule.

Maker space is usually whatever the local advocate says it is. I’m interested in robots, so we buy robot kits. The dollar store had a sale on Popsicle sticks, so we construct towers. The principal bought a 3D printer, so we better use it. (Until the filament runs out and we can’t afford to buy more.)

I’ve seen all of this in schools and more.

A school with a maker culture, however, is one in which students are encouraged to explore all aspects of “maker” that interest them. Music, writing, science, video, coding, drawing, cooking, and many, many more topics that may not even occur to adults who think of “school” in very traditional ways. Auto shop, wood shop, metal shop were maker spaces when I was a kid, all of which have largely been removed from schools in this area.

Once upon a time, all of this was part of a liberal education. Providing kids the opportunity to explore a wide variety of subjects during their K12 years. Making them aware of their options. Preparing them for life, not just for college. I know, it’s an ideal view of school. One that in the real world America of my youth was never perfectly implemented.

That’s exactly what a school built around a maker culture would be. Rather than being a reconfigured computer lab.


*An anachronism that should disappear but only seems to be reconfigured every few years with new devices."
makerspaces  computerlabs  making  makers  schools  education  lcproject  openstudioproject  sfsh  timstahmer  culture  makerculture  cooking  science  woodshop  metalshop  autoshop  drawing  coding  music  writing  teaching  howweteach  classrooms  schooldesign  materials  iste  willrichardson  2016  vi:audreywatters 
july 2016 by robertogreco
Unspoken Rules | Practical Theory
"I love using this clip as a way to spur people to think about the unspoken rules, policies and procedures that exist in schools.

[embedded video: ]

The overwhelming majority of schools have a student handbook, codes of conduct, etc… but often, those are only the stated policies, and often, the unstated policies are as much what govern the school as anything else.

And while it’s my contention that we don’t want to create schools where every last behavior / idea / action is regulated by some 400 page handbook of student and teacher behavior, we also want to be aware of — and reflective about — the unspoken rules and practices of our schools. When we are, we create more intentional schools where the ideas and systems that power our communities are transparent and understood.

It’s worth noting, as well, another reason it is so very important to unpack unspoken policies. Schools live in the world – and that world is one where issues of racism, sexism, homophobia, ableism continue to do great harm. One very powerful way to combat the inequities of our world is through intentionality. When we examine the unspoken practices of our schools, we can unpack the questions, “Who is benefiting from this behavior? Who is harmed by it? And how can we ensure that the practices of our school are equitable?”

And, for me, this practice starts with adult behaviors and practices. It’s why I care so deeply about the relationship between a school’s mission and vision and the systems and structures that enable that mission. When mission and vision are shared and deeply understood and believed by everyone, and when the systems and structures that govern the school are aligned with that mission, then the practices – both those in the handbook and those that are not – can align and be understood by all.

There are ways to unpack the invisible or unspoken policies. Some questions a faculty can ask itself to spur the process:

• How are “everyday” decisions made at the school?
• Who is tapped to get work done when it falls outside the scope of an established job description?
• What voices are around the table when an issue arises?
• What is our first reaction to student behavioral issues?
• How are parents involved in the decisions of our school?
• Do we examine the mission of the school when we make big decisions? Small decisions?

And, inside the individual classroom, teachers can do this work as well with questions such as this (and these can be asked school-wide as well):

• How is the mission of the school made manifest in my class?
• Who does my grading policy benefit?
• How do students figure out how to succeed in my class?
• Why are the seats arranged in my classroom the way they are?
• Where is there space for students to influence the governance of my classroom?
• How does every student find space for their voice in my classroom?

And so on… I’m sure everyone can think of more questions to add to the list.

The purpose is that every school can be intentional in their process. We can unpack the unspoken (and spoken) rules such that we can create schools that more purposeful and more equitable in the ways in which they function."
chrislehmann  2016  schools  lcproject  vision  purpose  education  teaching  howweteach  rules  codeofconduct  studenthandbooks  behavior  power  community  communities  decisionmaking  voice  mission  grading  policy  grades  seating  governance  classrooms 
february 2016 by robertogreco
Lived-in Room: Classroom Space as Teacher [eScholarship]
"This paper is a portrait of a public elementary school classroom in light of the relationships, history, and ideas that have formed its physical space. In describing Judy Richard’s classroom, the author shows how a creative teacher’s commitment to seeing her classroom as a living space inevitably brings her to overstep the narrow limits of the traditional mandates of classroom management. The author presents this portrait as an example of the ideological and creative stance teachers can assume in relation to their classrooms. Addressing challenges that are specific to urban public schools, the author also suggests that public schools must abandon their oversimplified conception of learning spaces and develop support systems that help teachers incorporate the socio-emotional, developmental, and cultural needs of their students into their classroom settings."
houmanharouni  education  teaching  space  place  classrooms  socialemotionallearning  classroommanagement  2013  howweteach  school  learning  howwelearn  schooldesign  socialemotional  classroom 
april 2015 by robertogreco
I Start the Year with Nothing
"When students make the rules, classroom community soars."

"Middle school is a scary thing for our students—it’s the first time since kindergarten that they’ve been forced into classes with strangers. Every year, as my new students wander in, toss their bags and find a seat, I take stock of the amazing collection of visibly different ways the age 12 can look on a human, and I wonder if I have the tools to bring those kids together.

My colleagues sometimes think, because I’m an artist, that I’ll have colorful bulletin boards in my room, but each year I leave my room bare and unadorned. I start the year with nothing but a giant piece of paper and a marker. And I ask one question: “If you could do anything you wanted in school this year, what would it be?”

This year was the same as usual. The response was silence. I tried again, “Anything? Come on! You’re the boss this year.”

Nothing. I sat on the floor. “Come here, please, and sit where I can see everyone.” Without my help, the students formed a circle, bending their heads around their neighbors, making sure they could see each other, sliding back to make space.

“She can’t see this guy! Move over!” The energy changed.

“Please,” I interjected.


“Move over, please.”

“Oh, sorry. Move over—please.”

“Thank you,” we both said simultaneously and laughed.

“I don’t feel like writing. Can somebody else do that for me?” I said and tossed the marker to a kid sitting near the back. I took his spot on the floor, forcing him forward with my decision. He took charge right away, flaunting his power. I reminded him to pose the question again, “If you could do anything you wanted in school this year, what would it be?”—and this time the answers poured forth.

“I wanna be the teacher!” Hysterical laughter.

“Write it down,” I directed the new “teacher.” He did, but his spelling wasn’t great and he knew it. He seemed a little scared, and his bravado was fading.

The kids yelled at him, hoping to be recognized: “I want to grade the papers!” “Sit at the teacher’s desk!” “Field trips! Oh yeah, Hershey Park!” “No, I wanna go to the beach!” The new teacher couldn’t keep up with the rest of the kids, “his” students. When he was about to give up, I suggested he get help. A zillion “Ooh, ooh, me! Pick ME!” shouts later, he realized he not only needed a writer but some crowd control, too. I told him, again, to ask for help. He picked two others the class decided to name “bouncers.” At my prompting, the new teacher asked the question again, “Okay, what do you guys want to do this year?”

The bouncers insisted on manners and, amazingly, the class proceeded without me until their paper was filled with ideas: a homey classroom with real furniture, plants, lamps, painted walls, beanbags, FOOD!, a drinking fountain in the classroom, a fridge, students running the class, teaching, grading, deciding what to learn, field trips, parties, FUN! FREEDOM! POWER!

Eventually, the students started to get tired and a little bummed out. Their lists seemed ridiculous and impossible. It was time for me to step back in as facilitator.

“Nice job,” I said, but they were quiet. Then they accused me of lying to them. Their eyes followed me as I stepped to a cabinet and removed a roll of paper. I asked someone to go in my desk and find me some tape, and, suddenly, the energy was on the upswing. They couldn’t believe I had let someone in my desk! I used the tape to hang up a wish list created by one of my classes from the previous year.

“This is the wish list from last year’s class. Everything that’s crossed out, they did.” Next came a barrage of, “They did THAT? REALLY?” I assured them it was true, and then someone asked, “Well, HOW did they do that?”

It was my opening: “What do you think you’d need to do in order to be able to do that?” I asked, and the ideas poured out. I drew a T-chart on the board with the words “want” and “how to get what we want,” and the students dissected the process behind one of the other class’s projects.

I continued the conversation all morning, building the ground rules by which our class would function over the course of the coming year. By the time we finished, my colleagues were well into their second subject, but we’d done something as or more important—we had successfully set the foundation for a democratic classroom.

We had determined the structure and process of future weekly class meetings. We, as a class, decided to insist on making time for these meetings, which would follow a pattern: 10 minutes of gripes/complaints, 20 minutes for planning something from their wish list, and 10 minutes of sharing and compliments.

By the end of the month, my classroom was decorated and beautiful and homey and productive. Eventually, we had a full library (run by students) and a publishing center (run by parents). We made birdhouses in geometry and painted them and sold them for $20 each to fund a whale-watching trip. We groomed and rode horses at a farm. We painted a 40-foot mural in the cafeteria promoting our favorite books, and we made a video for new students and English language learners showing them around the building and introducing them to the faces of the nurse, the principal and the teachers. We invited the members of our ever-changing community to share food and culture and professional expertise with us. We built, painted, constructed and invented. We learned academics, respect, tolerance and the meaning of democracy in action. Our classroom was a place where all things were possible, including bridging differences in race, culture, language and financial resources.

By the end of the year, we could barely remember what it was like to feel like strangers, and we knew that, although we might have started the year with nothing, we’d learned to create everything together."

[See also:

"When invested and empowered, students can be equal partners in creating a productive and meaningful learning environment. This toolkit provides an inventory to allow you to reflect on how student voices and input are integrated into your classroom and school community.

Given the opportunity, students can be equal partners in creating a productive and meaningful learning environment. This classroom and school inventory provides the tools necessary to assess how student voice and input are integrated into the culture and community and includes suggestions for how to improve student empowerment and investment.

Essential Question

1. How does involving student voice, input and agency in the classroom change the learning process for students and teachers?

In the classroom

• Are students involved in decorating the classroom?
• Do you have a process for establishing joint expectations about classroom norms and values?
• Are students allowed to express their expectations of the teacher?
• Is there a process for shared decision-making about consequences when agreed-upon classroom expectations or guidelines are broken?
• Do students lead some of the lessons in your classroom?
• Do you solicit student feedback on your lessons?
• Do you assign student roles and responsibilities in the classroom?
• Do you hold classroom meetings to discuss concerns, news, events and changes?

In our school community:

• Are students involved in decorating the hallways or other common spaces?
• Are there opportunities for students to lead schoolwide meetings or assemblies?
• How are students involved in setting the general guidelines for conduct at the school?
• Do student representatives sit on any adult-led school committees?
• If there is a student government association, how does that group collect concerns, ideas or feedback from their peers?
• If there is a student government association, how do those elected leaders share the concerns of their peers with school leadership? ]
rules  howweteach  tcsnmy  nancybarnoreynolds  2014  studentvoice  empowerment  cv  education  teaching  students  middleschool  classroom  classrooms 
december 2014 by robertogreco
Transcendent dandyism – The art of dolce far niente – Albert Cossery and escape artistry | Lebenskünstler
"Extreme Indolence: On the Fiction of Albert Cossery [ ]

"…A novelist who made a cult of laziness, he had no qualms about taking it easy when it came to literary invention—“The same idea is in all my books; I shape it differently,” he once said…

Cossery’s heroes are usually dandies and thieves, unfettered by possessions or obligations; impoverished but aristocratic idlers who can suck the marrow of joy from the meager bones life tosses their way. They are the descendants of Baudelaire’s flâneur, of the Surrealists with their rejection of the sacrosanct work ethic, of the Situationists and their street-theater shenanigans, not to mention the peripatetic Beats or the countercultural “dropouts” of the 1960s. Henry Miller, who raised dolce far niente to an art form, praised Cossery’s writing as “rare, exotic, haunting, unique.” Whether Cossery’s merry pranksters wish merely to have a good time or, as in The Jokers, to wage an all-out campaign of raillery against the powers that be, there is one belief they all share: the only true recourse against a world governed by “scoundrels” is an utter disregard for convention, including the convention of taking anything seriously.

…The proud beggars in this story are Gohar, who has abandoned a professorship to live on the fringe as a street philosopher and bookkeeper in a brothel; Gohar’s protégé, the poet and drug dealer Yeghen, who tries to live his life as if it were itself a poem; and El Kordi, a revolutionary sympathizer chafing against his dead-end job as a government clerk.


Albert Cossery and the Political Subversion of the Transcendent Dandy [ ]

"The Egyptian-French novelist Albert Cossery was a philosophical and aesthetic dandy who loathed the idea of work, celebrated underground movements and ideas, and absolutely detested power. He was the dandy as a political subversive—an idea that must be resurrected.

Cossery, in a sense, is something of the offspring of the Surrealist Jacques Vache, a self-described “umourist” who revelled in doing nothing at all. An artist who decided not to create art, a poet who decided not to write poetry, all in an effort to prove that creation of works is counter-intuitive to the true artist, who must live the art and not leave evidence or relics as proof of genius.

Governments are, in fact, quite terrified of this sort of philosophical dandyism—of the aggregate of individuals who subvert by gleefully doing nothing.

And so it is the politically subversive dandy—the transcendent dandy—who is best-equipped to lead a new politically-subversive movement, where a panoply of ideas merge like a kaleidoscope. The dandy understands the absurdity of power and the various ways to subvert, ignore and transcend it, without resorting to violent means.

Dandyism, at its core, is political subversion, and Albert Cossery was nothing if not a dandy. And it was the dandies, the forgotten and ignored whom Cossery celebrated in his novels.

…Characters opt to withdraw from any idea of a career. To recognize the absurdity of joining power in its game (government) and staying as far away from it as possible. To know that love—for friends, fuck buddies, boyfriends, girlfriends—was all and that it was untouchable, transcendent.

We need a new era of dandyism, of subversives. We need a new counter-culture.

The dandy as imagined by Cossery has time to think and enjoy life. Idleness is not only a virtue for Cossery and his characters, it is elevated to the natural state of being—a rejection of the unnatural tethers which are fixed to our bodies as soon as we escape the womb: the classroom, the cubicle, the wage, the dollar, rent, and so forth."

[See also: ]
albertcossery  randallszott  2014  dandies  dandyism  idleness  counterculture  subversion  subversives  power  art  poetry  writing  wageslaevery  wages  oppression  classrooms  education  schools  unschooling  deschooling  cv  rent  careers  governement  love  friendship  transcendence  politics  nonviolence  philosophy  nothing  trickster  laziness  classroom 
october 2014 by robertogreco
A “Starbucks” classroom… | Inquire Within
"We decided that couches, books, free wifi, public art (done by students), comradeship, friendliness and the “coolness” of it all would be easy to emulate.

We got rid of the desks and put tables in their place. We found a couch and a coffee table. We hung (and continue to hang) art created by students. We put some mats on the floor. We created a private corner office that we take turns using each day. We already had free wifi. We created some cool lighting effects with a couple of lamps. Recently we even took a donation of a free electric fireplace! How cool is that?

So now we learn in a “Starbuck`s classroom,” and we really like it."
classrooms  classroomdesign  schooldesign  starbucks  teaching  learning  classideas  2013  seangrainger  classroom 
june 2013 by robertogreco
Koloro Desk | a dollhouse workspace by Torafu Architects | Spoon & Tamago
"Torafu‘s latest work is the koloro desk and stool, a customizable workspace and, what is to be, the first in a series of products for decorative plywood manufacturer Ichiro. The desk, which resembles a dollhouse, also happens functions like one. It comes with windows in various locations that can be opened and closed to adjust the level of privacy. There are also spaces for lighting, potted plants, and even a windowsill that can be used for display or storage purposes.

It reminds me a bit of the work of Kawamura-Ganjavian, who’ve also come up with various solutions for maintaining privacy in open working environments. See Deskshell [ ] or, for maximum privacy, Ostrich [ ]."
2012  small  lighting  design  fun  privacy  classroom  classrooms  dollhouses  torafu  srg  furniture  desks 
march 2012 by robertogreco
Is Sweden's Classroom-Free School the Future of Learning? - Education - GOOD
"Jannie Jeppesen, the principal of Vittra Telefonplan writes on the school's website that the design is intended to stimulate "children's curiosity and creativity" and offer them opportunities for both collaborative and independent time. Vittra doesn't award traditional grades, either—students are taught in groups according to level—so maximizing diverse teaching and learning situations is a priority.

The open nature of the campus and the unusual furniture arrangements reflect the school's philosophy that "children play and learn on the basis of their needs, curiosity, and inclination." That's true for kids all over the world, so let's hope educators in other countries begin to pay attention."

[Not sure what the program is, waiting to read more. Previously: ]
2012  classrooms  schools  children  design  unschooling  deschooling  democraticschools  freeschools  architecture  schooldesign  sweden  learning  education  classroom 
february 2012 by robertogreco
You Want Smarter, More Collaborative Students? First, Fix The Tables | Co.Design: business + innovation + design
"Everyone lauds the benefits of collaboration, and yet students usually sit apart from one another, stuck behind their individual desks. The Dutch designers Rianne Makkink & Jurgen Bey have updated the classic trestle table into a flexible system that stretches to accommodate group projects.

One or two trestle desks can be combined with a larger tabletop to form an elongated work surface. The longest table can also be used as a vertical or horizontal easel, with the metal ridge used for joining the tables together doubling as a utensil holder. The extension pieces, made from high-pressure laminate, can be folded and stacked into a colourful display when not in use.

Brilliant--and just the thing to help foster early collaboration--but sadly not yet a reality."
schools  tables  trestles  studioclassroom  schooldesign  classroom  design  furniture  2012  via:carlasilver  classrooms 
january 2012 by robertogreco
Education Week: The Classroom Is Obsolete: It's Time for Something New
"The following is a fairly universal list of education design principles for tomorrow’s schools, though it would be tailored to the needs of particular communities: (1) personalized; (2) safe & secure; (3) inquiry-based; (4) student-directed; (5) collaborative; (6) interdisciplinary; (7) rigorous & hands-on; (8) embodying a culture of excellence & high expectations; (9) environmentally conscious; (10) offering strong connections to the local community & business; (11) globally networked; & (12) setting the stage for lifelong learning.

In designing a school for tomorrow, such underlying principles should drive the discussion…would allow us to address questions around how students should learn, where they should learn, & w/ whom should they learn. We may discover that we need teachers to work in teams…We may conclude that it makes no sense to break down the school day into fixed “periods,” & that state standards can be better met via interdisciplinary & real-world projects."
schooldesign  lcproject  tcsnmy  unschooling  deschooling  inquiry-basedlearning  studentdirected  personalization  handson  handsonlearning  environment  networkedlearning  community  communities  classrooms  porous  permeability  interdisciplinary  collaboration  collaborative  2011  prakashnair  classroom 
august 2011 by robertogreco
New Ways of Designing the Modern Workspace -
"Adjustable desks, foldout benches & louvered shades have their place but…furniture is not the problem…But in the same way that bamboo floors, hybrid SUVs and eco-couture haven’t done much to curb carbon emissions, designing (& buying) more stuff for offices, no matter how sleek or sustainable it is, likely won’t help reset the culture of work.

Design itself is the problem because it is being used to solve the wrong ones…has to expand beyond noodling with the cubicle. I’m willing to bet that almost any office worker would happily swap Webcam lighting…for solutions to more pressing work issues like…burnout or fear of losing health coverage…

Two other factors often undervalued (and often ignored) in the workplace? Family and time…

We shouldn’t be rethinking the cubicle or corner office but rather rethinking all aspects of work…"
psychology  work  design  officedesign  allisonarieff  cubicles  classrooms  schooldesign  sustainability  productivity  life  families  parenting  time  workplace  workspace  nathanshedroff  furniture  homes  housing  babysitting  childcare  flexibility  coworking  efficiency  yiconglu  serbanionescu  jimdreilein  justinsmith  theminerandmajorproject  architecture  interiors  interiordesign  environmentaldesign  environment  broodwork  florianidenburg  jingliu  commonground  eames  froebel  kindergarten  andrewberardini  larrysummers  rachelbotsman  creativity  innovation  2011  autonomy  learning  workspaces  classroom  friedrichfroebel 
july 2011 by robertogreco
Read, Written, Resigned | Audrey Watters
"And see, that’s the thing: teaching and learning isn’t something that just happens in the classroom. The Internet has torn down the walls of the classroom, whether teachers or ed-tech companies like it or not. Ed-tech needn’t be the ghetto’d products that could never make it on the consumer market. And luddite educators just won’t cut it any longer. With the explosion of information and knowledge and data and such, “education” plus “technology” is something that all of us — technologists, writers, educators, students alike — should take seriously."
audreywatters  edtech  education  technology  learning  information  knowledge  informallearning  luddism  luddites  teaching  classrooms  2011  classroom 
july 2011 by robertogreco
The Seven Spaces of Technology in School Environments on Vimeo
"Matt Locke originally came up with the concept of the Six Spaces of technology (​2007/​08/​10/​six-spaces-of-social-media/ ​). I added a seventh earlier this year, Data Spaces, and have played around with how education could harness these spaces, and the various transgressions between them, for learning.

This short presentation tackles the potential of adjusting our physical school environments to harness technology even better. What happens when we map technological spaces to physical ones?

You can see more of the detail behind these thoughts over on the blog:​edublogs/​2010/​10/​-cefpi-clicks-bricks-when-digital-learning-and-space-met.html "

[via: See also: via ]
ewanmcintosh  2010  classroom  classroomdesign  gevertulley  tinkering  tinkeringschool  teaching  pedagogy  adaptability  digital  physical  learning  unschooling  deschooling  fidgeting  privatespaces  groupspaces  dataspaces  technology  fujikindergarten  mattlocke  blogging  flickr  blogs  watchingspaces  participatory  participationspaces  thirdteacher  performingspaces  space  publishing  twitter  stephenheppell  design  place  lcproject  classideas  tcsnmy  reggioemilia  classrooms 
july 2011 by robertogreco
Salottobuono > projects > KINDERGARTEN
"Instead of a large building for childhood we propose a children’s city. A micro-urbanization made by solid and empty spaces, enclosed and open air areas in the nature…

Fragmentation: The total surface required is distributed in single pavilions. These tiny units better relate to the dimension of the first small form of society that the child finds in the section. Instead of gravitating around a central enclosed space of distribution, the pavilions institute delicate relationships of proximity and distance, mitigating the impact of the building through a recognizable urban form…

Every class is an autonomous section, provided with all the equipment to be a self-sufficient pavillion. It hosts all the necessary facilities for a small community of 30 children and their assistants"
kindergarten  schooldesign  autonomy  classroom  classrooms  education  lcproject  schools  tcsnmy  saluttobuono 
march 2011 by robertogreco
The winner in Slate's contest to reinvent the American classroom. - By Linda Perlstein - Slate Magazine
"In the last month, Slate readers have submitted more than 350 entries in our Hive contest to reimagine the American classroom, cast thousands of votes for favored entries, and even did a live classroom-design-brainstorming session in Washington. And now our judges have picked a winner: The Fifth-Grade Exploration Studio, imagined by Greg Stack and Natalia Nesmeainova of NAC Architecture in Seattle. Their classroom embodies the word connection. Students are connected to the earth, to the Internet, to one another, to their teacher—who can see them from anywhere in the room, even though it's a busy space."

[via: ]
architecture  education  schooldesign  classrooms  design  schools  teaching  learning  classroom 
november 2010 by robertogreco
Edmodo | Secure Social Learning Network for Teachers and Students
"Edmodo is a social learning network for teachers, students, schools and districts.

Edmodo is accessible online or using any mobile device, including DROID and iPhones.

Edmodo provides free classroom communication for teachers, students and administrators on a secure social network.

Edmodo provides teachers and students with a secure and easy way to post classroom materials, share links and videos, and access homework, grades and school notices.

Edmodo stores and shares all forms of digital content – blogs, links, pictures, video, documents, presentations, and more."
via:cburell  education  socialnetworking  socialnetworks  classroom  collaboration  edtech  e-learning  networking  students  teachers  technology  twitter  elearning  communication  ict  microblogging  blogging  classrooms 
august 2010 by robertogreco
Teacher Magazine: Teaching Commission Pushes Collaborative Learning Teams
While this article is primarily about teachers collaborating, the same approach works well for students in the classroom. Of course, modeling the approach is the most effective way of getting student buy-in/understanding. The sidebar ("NCTAF’s Six Principles of Success for Professional Learning Teams") describes the TCSNMY class experience. For example: "Self-Directed Reflection: Teams should establish a feedback loop of goal-setting, planning, standards, and evaluation, driven by the needs of both teachers and students."
via:lukeneff  tcsnmy  collaboration  teaching  goals  goal-setting  planning  standards  evaluation  self-directedlearning  student-centered  howwework  collaborative  classroom  professionallearningcommunities  professionallearningteams  lcproject  modeling  cv  feedback  reflection  responsibility  values  leadership  classrooms 
july 2010 by robertogreco
Alfie Kohn Interview 2/1/2010 - Dr. Ross Greene2 | Internet Radio | Blog Talk Radio
"In this program, Dr. Greene had the pleasure of talking with Alfie Kohn, author of Punished by Rewards, Beyond Discipline, and many other critical books. This was a fun and enlightening discussion about a variety of school-related topics, including school discipline, socially healthy classrooms, high-stakes testing...the whole gamut."

[via: quoting "When you put autonomy and community together you get democracy."]
autonomy  topost  democracy  community  alfiekohn  education  progresive  tcsnmy  discipline  schools  teaching  learning  structure  responsiveclassroom  responsibility  trust  democratic  progressive  interviews  hierarchy  management  leadership  administration  coercion  learningcommunities  compliance  compulsory  authority  timeouts  punishment  classroommanagement  classroom  safety  comfort  care  culture  ethics  citizenship  caringcommunities  caring  classrooms 
july 2010 by robertogreco
Education Futures
"Founded on November 20, 2004, Education Futures explores a New Paradigm in human capital development, fueled by globalization, the rise of innovative knowledge societies, and driven by exponential, accelerating change."
education  educationfutures  mayafrost  johnmoravec  academics  blogging  blogs  elearning  future  futures  classroom  curriculum  futurism  futurology  games  technology  teaching  singularity  learning  knowledge  innovation  globalization  edublogs  gaming  e-learning  edtech  web2.0  tcsnmy  unschooling  deschooling  lcproject  classrooms 
june 2010 by robertogreco
Twitter / Howard Rheingold: Neither Internet nor Google ...
"Neither Internet nor Google makes anybody smarter or dumber - that wording is necessitated by rhetoric of headlines. Human agency is key. The way we USE the Internet - or books, or classrooms - influences whether we gain or lose insight or capability from the experience. I'm careful about technological deterministic language because language is a mind-tool, and how one uses it matters. Information-handling competencies (like knowing how to use RSS) must combine w/ attention skills to benefit from web. Hence, "infotention.""

[also AND AND ]
attention  internet  web  online  howardrheingold  focus  learning  intelligence  rss  technology  experience  humanagency  books  classrooms  classroom 
june 2010 by robertogreco
City Brights: Howard Rheingold : Attention literacy
"Mindfulness and norms, my students helped me see, are essential tools for those who would master the arts of attention.

The point of this story isn't to get everyone to pay attention to me or professors in general - it's that I want my students to learn that attention is a skill that must be learned, shaped, practiced; this skill must evolve if we are to evolve. The technological extension of our minds and brains by chips and nets has granted great power to billions of people, but even in the early years of always-on, it is clear to even technology enthusiasts like me that this power will certainly mislead, mesmerize and distract those who haven't learned - were never taught - how to exert some degree of mental control over our use of laptop, handheld, earbudded media."
education  howardrheingold  pedagogy  multitasking  laptops  learning  attention  1to1  1:1  21stcenturylearning  21stcenturyskills  literacy  learning2.0  classroom  tcsnmy  mobile  phones  media  socialmedia  lindastone  continuouspartialattention  productivity  mindfulness  listening  conversation  focus  classrooms 
may 2010 by robertogreco
Project Frog’s Eco-Friendly Modular Classrooms Score Big with Teachers and Kids | Inhabitots
"Many schools are now looking to companies such as Project FROG in order to replace the portable trailers generally provided by the state. One school administrator at the Jacoby Creek Charter School who was interested in replacing his school’s “ugly, poorly lit portables,” which he describes as a “horrid learning environment,” found Project FROG’s structures most appealing. At virtually no cost to his school (due to a matching grant) he was able to find a balance between the impact on his school’s budget and the environmental impact of the proposed new buildings."
missedopportunities  schooldesign  modular  architecture  design  projectfrog  classrooms  sustainability  tcsnmy  classroom 
may 2010 by robertogreco
Redesigning Education: Why Can't We Be in Kindergarten for Life? | Fast Company
"The learner-centered paradigm should extend beyond the kindergarten classroom. Unfortunately, most educational institutions follow a model that creates an impersonal environment where adults, teaching, and authority are at the center. The studio-like environment of the kindergarten classroom succumbs to a rigid structure of disconnected subject-based classrooms and curricula. Naturally, the physical environment parallels this transition, moving from an open, multi-zone learning environment to a prototypical, teacher-centric mode of direct instruction. The collaborative student-teacher team and its dynamic atmosphere are replaced with the "sage-on-the-stage," front-teaching wall model."
tcsnmy  learning  schools  schooling  lcproject  classroomasstudio  teaching  kindergarten  lifelongkindergarten  creativity  collaboration  classrooms  mit  education  design  student-centered  sageonthestage  thirdteacher  unschooling  deschooling  reggioemilia  classroom 
may 2010 by robertogreco
Classroom Creativity : The Frontal Cortex
"Eric Barker recently referred me to this interesting study, which looked at how elementary school teachers perceived creativity in their students. While the teachers said they wanted creative kids in their classroom, they actually didn't. In fact, when they were asked to rate their students on a variety of personality measures - the list included everything from "individualistic" to "risk-seeking" to "accepting of authority" - the traits mostly closely aligned with creative thinking were also closely associated with their "least favorite" students. As the researchers note, "Judgments for the favorite student were negatively correlated with creativity; judgments for the least favorite student were positively correlated with creativity."
tcsnmy  learning  children  creativity  education  generations  psychology  cognition  classroom  personality  imagination  unschooling  deschooling  schooliness  teaching  jonahlehrer  classrooms 
april 2010 by robertogreco
The Classroom In 2020 -
"In 2020 we will see an end to the classroom as we know it. The lone professor will be replaced by a team of coaches from vastly different fields. Tidy lectures will be supplanted by messy real-world challenges. Instead of parking themselves in a lecture hall for hours, students will work in collaborative spaces, where future doctors, lawyers, business leaders, engineers, journalists and artists learn to integrate their different approaches to problem solving and innovate together...Schools around the country are moving aggressively to rethink their memorize-and-test approach. At a charter school in one of the Bay Area's poorest and most violent neighborhoods, teacher Melissa Pelochino took what she learned at a workshop back to her classroom and saw measurable leaps in literacy and critical thinking skills. Meanwhile, the Henry Ford Learning Institute is scaling models developed at a successful small high school, removing the boundaries between learning and the real world."
interdisciplinary  education  classroom  change  technology  teaching  trends  future  tcsnmy  criticalthinking  collaboration  2020  praxis  classrooms 
april 2010 by robertogreco
TeachPaperless: This is Our Classroom
"Our room is a large semi-industrial studio. The students in the foreground are sitting in our Blogger's Lounge while in the distance, two students are projecting student work and leading a peer review session, and to the right a cluster of students have a chat session around a table to plan for their presentation; two more groups hang in our mini Mac lab just to the left of where this picture is cropped.


With the exception of the sofa, everything in our room is either on wheels or light enough to easily move around. As a teacher, I've found that to be key. The more flexible your space, the more engaging your classroom.
And there's the authenticity piece. Life isn't an orderly row of desks. I want my students to own their room and be able to adapt it to their needs."
projectbasedlearning  technology  tcsnmy  schooldesign  classroom  furniture  1to1  schools  pbl  classrooms  1:1 
april 2010 by robertogreco
Some notes on the iPad | [notes/quotes from David Smith]
"My work revolves around reading & since I commute & travel it's difficult not to have texts with me. … A tablet full of PDFs struck me as a good replacement for the books in my library that don't have high-resolution imagery. Moreover … [it] strikes me as a better way to go paperless in the classroom … & it's no longer a physical artifact between my students and myself. My initial impression is that this will be a tremendous success for me." + others' intended use; the future of books, book piracy. "Having easily searchable text will transform scholarship. Reading scholarly books cover to cover may become as odd as listening to albums cover to cover." "All that said (and I thought I'd mention that all this was written on an iPad that I am using a bluetooth keyboard with), I can't deny that the iPad makes me feel like it's 2010, just as using a DVD for the first time in bed on my laptop in 2001 (and yes, it WAS 2001: A Space Odyssey) made me feel like it was 2001."
ipad  classrooms  books  publishing  piracy  reading  teaching  ebooks  classroom 
april 2010 by robertogreco
Israel’s Time To Know Aims To Revolutionize The Classroom
"Time To Know designs and produces what it calls ‘full digital curriculum coverage,’ which is a complete year’s worth of lesson plans, learning activities, and homework assignments. To grasp just what an immense undertaking this is, multiply these by the four subjects matters Time To Know targets—math, science, language arts and social studies—and now multiply that by 13 year’s worth of education (kindergarten plus 12 formal years of schooling). To put this into perspective, in a single year Time To Know produces animation with a combined length of one and a half feature films." [Sites constructivism, but doesn't sound like it.]
constructivism  learning  technology  innovation  curriculum  computers  elearning  entrepreneurship  e-learning  techcrunch  1:1  israel  lms  startup  education  laptops  classroom  differentiatedlearning  timetoknow  classrooms  1to1 
february 2010 by robertogreco
Master Classroom: Designs Inspired by Creative Minds | Edutopia
"In da Vinci's world, the lines btwn disciplines, pervasive in today's schools, were absent; works he did as a scientist, mathematician, & artist all informed the other efforts. No wonder one can look at his scientific drawings & wonder whether they were meant to be works of art & at his artwork & marvel at its scientific rigor. This kind of free-flowing interchange was accomplished in a workplace that was part artist's studio, part science lab, & part model-building shop...what would modern-day da Vinci studio look like as classroom?...lots of daylight...connection to outdoor deck through wide/rolling doors (for messy projects), access to water, power supplied from a floor/ceiling grid, wireless computer network, lots of storage, floor finish that is hard to damage, high ceilings, places to display finished projects, reasonable acoustic separation, & transparency to inside & outside w/ potential for good views & vistas."

[see also the sidebar AND ]
tcsnmy  classroom  design  schooldesign  innovation  architecture  spaces  learning  education  collaboration  light  lcproject  jamieoliver  alberteinstein  space  edutopia  classrooms 
february 2010 by robertogreco
National Clearinghouse for Educational Facilities
"Created in 1997 by the U.S. Department of Education and managed by the National Institute of Building Sciences, the National Clearinghouse for Educational Facilities (NCEF) provides information on planning, designing, funding, building, improving, and maintaining safe, healthy, high performance schools."
education  design  schools  schooldesign  learning  tcsnmy  lcproject  government  classroom  buildings  architecture  ncef  classrooms 
january 2010 by robertogreco
Investigating the impact of weekly weblog assignments on the learning environment of a secondary biology course | in education
"A weblog, or blog, presents an intriguing way to create a collaborative space within a traditional classroom structure. Well-constructed blog assignments may provide a safe environment and encourage a collaborative learning culture. This study explores the use of blog-based assignments on student participation in a high school biology course. Data collected from field notes, surveys, student interviews, and quiz scores provided evidence that the blog assignments had a positive impact on in-class participation rate, self-directed research, achievement, and classroom environment."
via:cburell  bogs  teaching  learning  schools  education  tcsnmy  collaboration  biology  community  science  research  technology  classroom  blogging  classrooms 
january 2010 by robertogreco
Social Media Classroom
"Welcome to the Social Media Classroom and Collaboratory. It’s all free, as in both “freedom of speech” and “almost totally free beer.” We invite you to build on what we’ve started to create more free value. The Social Media Classroom (we’ll call it SMC) includes a free and open-source (Drupal-based) web service that provides teachers and learners with an integrated set of social media that each course can use for its own purposes—integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting are the first set of tools. The Classroom also includes curricular material: syllabi, lesson plans, resource repositories, screencasts and videos. The Collaboratory (or Colab), is what we call just the web service part of it. Educators are encouraged to use the Colab and SMB materials freely, and we host your Colab communities if you don’t want to install your own. (See this for an explanation of who “we” are)."
education  learning  technology  internet  teaching  opensource  socialnetworking  socialsoftware  socialmedia  socialmediaclassroom  drupal  schools  classroom  free  media  elearning  e-learning  web2.0  collaboration  tools  blogging  community  classrooms 
december 2009 by robertogreco
Why are Classrooms so Powerful?
"I look at modern classrooms as a learning technology that was first developed in 18th century Prussia & then spread out throughout the world. We will look at school architecture before the emergence of classrooms & see how the classroom is one of several state institutions that developed during the period that Michel Foucault has called “the great confinement.” Like prisons & mental hospitals, classrooms captured & constricted bodies in order to render them as docile subjects. Their purpose was as much disciplinary as educational, developed as part of the new bureaucratic state apparatus that brought unruly people under social control. The power of the classroom as a technology gave teachers the ability to better regulate large groups of students, in order to inculcate them w/ a standardized curriculum. Pushed to the extreme, monitorial classrooms of the 19th century could hold 1000+ pupils, all performing the same acts, under the watchful eyes of senior students & the instructor."
schooldesign  history  control  power  classrooms  schools  schooling  education  learning  instruction  prussia  lcproject  tcsnmy  gamechanging  society  prisons  unschooling  deschooling  schooliness  conformity  classroom 
august 2009 by robertogreco
Please Turn on Your Cell Phone: Change Observer: Design Observer
Interesting discussion (see comments) about the use of cell phones in the classroom. While I'm not sure where I stand just yet, I often feel like this (disclosure: I've never had a cell phone): "Mobile communication devices are primarily chatter tools that allow one to overbook time, be non-committal to plans and appointments, and provide a balm to one's conscious as they use the device to report their position and explain that they'll be a 1/2hr late.
education  learning  technology  phones  mobile  pedagogy  classroom  tcsnmy  society  etiquette  distraction  engagement  classrooms 
august 2009 by robertogreco
Constructivism as a Paradigm for Teaching and Learning
"Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing..."
pedagogy  constructivism  tcsnmy  definitions  education  learning  teaching  writing  philosophy  classroom  classrooms 
july 2009 by robertogreco
Education - Goin' Mobile
"I’ve probably come something of a tech geek, [but] in day-to-day life I still tend to organize my worldview not by what I can find on Wikipedia, but on what I’ve found...on the real highway...Most of our school buildings are made for the Industrial Age...meant as incubators of local society, which is precisely why folks like Woody Guthrie & Jack Kerouac resonated with the sorts of kids for whom that localized industrial structure just didn’t cut it...What we need is to put the power of mobile media into their hands, teach them how to use it & then send them out into the world to engage with both their physical & online selves. We need to stop complaining about the time away from classroom learning that fieldtrips represent & start complaining about the time away from fieldtrips that classroom learning represents...We need to get away from the school building mentality. This doesn’t mean we don’t need school buildings, but...that we need to re-evaluate their function."
education  learning  mobile  technology  offcampustrips  tcsnmy  schools  schooling  place  phones  iphone  future  change  media  fieldtrips  reform  schooldesign  classrooms  exploration  communities  travel  lcproject  classroom 
july 2009 by robertogreco
TED Blog: Designing the classroom of the future on the Open Architecture Network
"Via 2006 TED Prize winner Cameron Sinclair recently wrote to update us on the amazing success of this year's Open Architecture Challenge. The challenge was for teams of teachers, students, architects and designers to work together to design the classroom of the future for a school of their own choosing. Tens of thousands of participants and hundreds of schools from 45 countries submitted their designs."
cameronsinclair  architecture  schooldesign  design  education  schools  classroom  lcproject  classrooms 
june 2009 by robertogreco
Classroom Learning 2.0
"Welcome to Classroom Learning 2.0. This professional development tutorial is brought to you by CTAP Region 1 and the California School Library Association (CSLA) 2.0 Team. It is designed for you to do on your own or as a part of a group. We encourage anyone to form a group. You can obtain a Management/Users Guide by clicking on the ABOUT section. On the following pages, you will learn the Web 2.0 tools that are bringing our kids in touch with the entire world through social networking, wikis, video, podcasting, and gaming sites. Enjoy."
via:jessebrand  professionaldevelopment  learning  ict  web2.0  classroom  tutorial  teaching  howto  onlinetoolkit  participatory  newmedia  classrooms 
february 2009 by robertogreco
IDEO’s Ten Tips For Creating a 21st–Century Classroom Experience
"1. Pull, don’t push. 2. Create from relevance. 3. Stop calling them “soft” skills. 4. Allow for variation. 5. No more sage onstage. 6. Teachers are designers. 7. Build a learning community. 8. Be an anthropologist, not an archaeologist. 9. Incubate the future. 10. Change the discourse. "
education  curriculum  teaching  tips  design  ideo  pedagogy  tcsnmy  projectbasedlearning  anthropology  engagement  21stcenturylearning  21stcentury  innovation  learning  technology  experience  classroom  creativity  21stcenturyskills  pbl  classrooms 
february 2009 by robertogreco
Engaging Places
"Engaging Places will champion teaching and learning through the whole built environment, from grand historic buildings to the streets and neighbourhoods where we live. It includes the launch of a major new online teaching resource, This will be the most comprehensive guide ever created to help schools teach by using the buildings and places around them. Research has shown that teachers view buildings and spaces as an important educational resource, and want better access, information and support to exploit it. Schools will be able to use Engaging Places to access a nationwide directory of organisations and venues, including architecture centres, museums and historic buildings. They will be able to search for high quality resources and materials by curriculum theme or whole school issues. And they can access case studies from fellow teachers."

[ ]
teaching  learning  place  uk  classroom  schools  tcsnmy  lcproject  urban  urbanism  architecture  engagingplaces  design  education  landscape  buildings  cities  curriculum  places  heritage  urbanexploration  classideas  classrooms 
january 2009 by robertogreco
The Reinvention Centre at Westwood
"The Reinvention Centre at Westwood is a classroom facility on The University of Warwick's Westwood campus which was designed and refurbished by the Reinvention Centre in 2006.

The space is designed to deal with the complexity of the teaching situation in a way that does not reduce teaching to pre-ordained formats.

The space is designed to facilitate research-based learning. The space encourages interaction between teacher and student. The furniture is easy to move around the room so that the shape and purpose of the space can be transformed easily and quickly, producing an atmosphere of creativity and innovation."
via:grahamje  schools  schooldesign  lcproject  tcsnmy  classrooms  pedagogy  teaching  learning  design  architecture  interiors  environment  space  creativity  classroom 
october 2008 by robertogreco
mrsmaineswiki [via: (source of quote below), see also:]
"Then she began posting class instructions and useful links, and she gave students a small space to write responses. The more she opened it up to students, the more she saw what they could do. By November, she had given over the wiki -- and with it, the control of learning -- almost entirely to her students. She calls the effect miraculous. Now, the wiki is the hub for almost all class activity. Maine sets it so that only she and her students may edit it, though anyone in the world can view it. When students enter the classroom, they automatically know to look at the wiki for daily instructions, rubrics, and resources. They post their research, lab data, and observations on individual and group pages, which they can access later from home. After hours, the Web site functions as a parallel classroom, where students hold discussions, collaborate on group projects, and post their final work."
professionaldevelopment  classroomwikis  wikis  classideas  tcsnmy  education  edtech  learning  projects  collaboration  biology  classroom  science  classrooms 
october 2008 by robertogreco
How to Save the World - 12 Tools That Will Soon Go the Way of Fax and CDs
"9. Classrooms:...nothing that can be done in a classroom that can't be done using desktop videoconferencing with screensharing, for free. No travel costs/time/pollution... 10. Meetings: Same rationale as #9. 11. Job Titles: [Millenials] expect to have 12 jobs in their lives on average & work on varied projects with cross-disciplinary teams rather than in a defined role. 12. Offices: generation works anywhere, anytime, anyway -- home, car, coffee shop, and there is "virtually" no reason to go into an office to talk on the phone and work on the PC
education  work  future  obsolescence  trends  communication  learning  careers  geny  millennials  meetings  classrooms  schools  titles  informationmanagement  classroom  generationy 
august 2008 by robertogreco
Team WhiteBoarding with Twiddla - Painless Team Collaboration for the Web
"Mark up websites, graphics, and photos, or start brainstorming on a blank canvas. Browse the web with your friends or make that conference call more productive than ever. No plug-ins, downloads, or firewall voodoo - it's all here, ready to go when you ar
collaboration  whiteboards  webapp  drawing  markup  onlinetoolkit  classroom  networking  screencast  webapps  brainstorming  annotation  classrooms 
july 2008 by robertogreco
Futurelab - VISION magazine - lt's all about vision: building PRIMARY schools fo
"Most adults’ experiences of learning have taken place in a classroom. But, for schools to re- imagine their learning spaces to meet the needs of today’s learners, they have to face the challenge of thinking differently."
education  games  schools  teaching  deschooling  schooling  unschooling  learning  administration  leadership  management  schooldesign  classroom  gamechanging  lcproject  classrooms 
june 2008 by robertogreco
Using Google Docs in the classroom: Simple as ABC
"#Promote group collaboration, creativity # Keep track of grades, attendance... #Facilitate writing as process #Encourage collaborative presentation skills # Collaborate on document with teachers #Maintain, update, share lesson plans #Track and organize c
googledocs  google  education  collaboration  howto  teaching  classideas  elearning  edtech  technology  via:preoccupations  classroom  students  writing  classrooms 
may 2008 by robertogreco
Paleo-Future: The Road Ahead: Future Classroom (1995)
"paleo-future of 1995 is filled with ethnically diverse students academically engaged by high-tech presentations of fellow classmates...teacher brings class to attention by telling them to "get off the net." Every child has diverse array of technology at
future  retrofuture  humor  technology  schools  children  learning  history  teaching  classroom  education  classrooms 
april 2008 by robertogreco
Boolify Project: An Educational Boolean Search Tool
"Boolify makes it easier to for students to understand their web search by illustrating the logic of their search, and by showing them how each change to their search instantly changes their results."
children  classroom  boolean  search  education  library  elearning  technology  students  instruction  teaching  computing  libraries  classrooms 
april 2008 by robertogreco
User:Jbmurray/Madness - Wikipedia, the free encyclopedia
"Was introducing wikipedia to classroom act of madness leading only to mayhem if not murder? Reflections on use of wikipedia in the UBC's course SPAN312, "Murder, Madness, & Mayhem: Latin American Literature in Translation," Spring 2008."
latinamerica  wikipedia  education  teaching  learning  collaboration  classroom  literacy  assessment  via:preoccupations  classrooms 
march 2008 by robertogreco
Inter*Action: Rediscovering Creativity by Building It
"What we’re interested in is, how is creativity killed?...“In kindergarten all kids love to draw; by 4th grade only a few do, by the time they get to Stanford everyone thinks they can’t draw. How does that happen?”"
schools  schooldesign  lcproject  design  designbasedlearning  classrooms  prototyping  children  creativity  imagination  designthinking  thinking  classroom 
february 2008 by robertogreco
academhack » Blog Archive » Twitter for Academia
"Rather than cover what Twitter is or how to use it, I thought I would explain how I use it, specifically for academic related uses, and teaching...The key point to remember here is this can get sent to your phone, making it highly mobile."
twitter  academia  teaching  learning  mobile  phones  messaging  sms  classroom  microblogging  networking  professionaldevelopment  education  newmedia  edtech  academics  elearning  blogs  socialnetworks  socialsoftware  pedagogy  presence  howto  classrooms 
february 2008 by robertogreco
Author Reinvents Science Textbooks as Lively, Fun Narratives -
""Story of Science" series by Joy Hakim tells the history of science with wit, narrative depth and research, all vetted by specialists at the MIT...series, which has drawn acclaim, chronicles not only great discoveries but also the scientists who made the
classroom  education  physics  textbooks  teaching  learning  students  literature  reading  homeschool  curriculum  science  classrooms 
january 2008 by robertogreco
Remote Access: Who Cares About the Box? The box matters less less. It is simply a channel.
"used to dream of 20 iBooks...All connected...Now I have 2 old desktops, 1 Asus Eee (10 coming), 8 students own laptops...Dell, Gateway, Toshiba & Sony...2 students who realize they can use new iPods as more then containers for music."
classroom  schools  technology  1to1  laptops  diversity  platformagnostic  online  internet  ipod  ipodtouch  touch  anymeans  teaching  learning  students  classrooms  1:1 
january 2008 by robertogreco
elearnspace: Restructuring Education
"The way in which we interact with knowledge - co-creation, commenting, amateur peer-evaluation, openness.... - odds with traditional education...[can] education evolve on it's own...or ...will [it] be transformed/revolutionized by outside forces?
classrooms  education  learning  reform  change  schools  lcproject  teaching  future  classroom 
june 2007 by robertogreco
Educational Change? What the Research Says « Ed Tech Journeys
"research paper “Powerful Hidden Forces Affecting Teacher Appraisal and Adoption of Technology”, points to two factors that must be considered when introducing innovation and change to teachers; credibility and trustworthiness."
change  innovation  technology  schools  classrooms  teaching  leadership  trust  credibility  curriculum  professionaldevelopment  classroom 
april 2007 by robertogreco
Program Redistributes 2 Million Tennis Balls
"Not only does this reduce wear and tear on the floors, but drastically reduces extraneous noise, creating a better learning atmosphere."
recycling  reuse  environment  design  sports  japan  schools  schooldesign  classrooms  children  learning  sustainability  classroom 
december 2006 by robertogreco

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