Auto Post Diigo To MVIFI.org (weekly)

  • Tags: deeperlearning, #mvifishares

  • A new (2016) research project coming out of Harvard. With play a component of the motivation cycle for innovators, this growing body of work may be worth following.

    Tags: Project Zero, Harvard, play, research, maker-centered learning, learning environment, #LiquidNetworkSpill, #mvifishares

  • A fabulous article full of stories about the impact of maker-centered learning experiences, and the growing number of places that provide them – elementary schools, high school, colleges, public.

    Perhaps most gratifying is the use of distinctly maker-centered AND educational terminology in the same article. A great sign of things to come!

    Tags: maker, Maker Movement, tinkering, pedagogy, learning, constructionism, article, #LiquidNetworkSpill, #mvifishares, School Change

    • Tinkering is being promoted on college campuses from MIT to Santa Clara University, as well as in high schools and elementary schools.
    • The blending of technology and craft in tools like 3-D printers and laser cutters has made it possible for ordinary people to make extraordinary things. And many ordinary people, living as they do, more and more in their heads and online, are yearning to do something with their hands.
    • Constructionist Approach
    • Yes, tinkering is now a pedagogy.
    • “You’re exploring creativity, you’re exploring design thinking, you’re developing a sense of persistence,” she says. Building something new requires planning, trying and, yes, failing, and then trying again.

      “These are incredibly important mind-set for today’s world,” she says.

    • talks excitedly about students who have designed child prostheses. “That’s what they’re going to remember their entire life,” she says. “They aren’t going to remember sitting in an electronics lecture.”
    • Alexandra Garey, who graduated from Rutgers last year, credits tinkering with changing the course of her studies, and life: “I went from somebody who was majoring in Italian and European studies to someone who was designing and prototyping products and realizing any product that came into my head.”
    • “U.S. schools are very good at finding the brain-smart people,” he says. “They are also very good at finding the best athletes.”

      But they are not so good at finding and nurturing people who, he said, describing himself, think with their fingers.

  • Tags: #mvifishares, makerspace, learning, deeperlearning, eportfolios, assessments

    • Traditional direct instruction focuses on content knowledge, while maker-centered learning orients around the learner’s context.
    • Perhaps some memorization of key facts is necessary, but we must set our sights beyond box checking and move toward connection with peers, toward empathy, problem solving, and working through frustrations in pursuit of a deeper, richer understanding of both content and self.
    • Making innately provides evidence of learning.
    • Currently, the common form of assessment focuses on only one learning outcome type: content. Practices, ways of thinking, and 21st-century skills often fall by the wayside
    • the digital portfolio is a promising model for genuine assessment of deep, multi-layered learning
    • Portfolios can showcase a student’s abilities, interests, voice, and thinking in a way that test scores and grades cannot.
    • Consider how we assess artists or athletes, or more importantly, how they assess themselves.
  • HT @NAISnetwork

    Tags: play, #MustRead, #mvifishares

    • Play lets the young learn by randomly and variably trying out a range of actions and ideas, and then working out the consequences.
    • The positive consequence is that animals who play are better at generating new possibilities.
    • they were more likely to imagine other ways the world might be.

    • The gift of play is the way it teaches us how to deal with the unexpected.
    • The irony is that over the long term, both children’s and adults’ play does lead to practical benefits. But it does this precisely because the people who play, whether they are children or adults, aren’t aiming at those practical benefits. The fundamental paradox of play is that in order to be able to reach a variety of new goals in the long run, you have to actively turn away from goal seeking in the short run.
    • If it had no other rationale, the sheer pleasure of play would be justification enough.
  • Tags: meetings, #mvifishares

  • Tags: #mvifishares, inquiry, art, wonder, pbl

    • I believe that our most precious natural resources are imagination and wonder
    • Wonder leaves us with a sense of fascination about mysteries yet unsolved or questions yet unanswered.
    • In a learning ecology that focuses on wonder, an artful approach can be introduced in any subject area
    • Art reveals patterns and connections that would otherwise remain unnoticed.
    • Create Assessments That Reward Good Questions, Not Just Good Answers
    • Develop Different Ways for Measuring Success
  • Rethinking graduation requirements: 20 projects, 10 microcredentials.

    HT @akytle

    Tags: high school, graduation, requirements, #mvifishares, #MustRead

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