http://oscargerardo.life-and-things.com/ Learning Objects, Metadata, Interoperability and … me! en http://oscargerardo.life-and-things.com/2009/03/08/ideos-ten-tips-for-creating-a-21stcentury-classroom-experience.html If something comes my way through both Lisa Petrides and Marcia Conner, it must be worth my time - as well as yours… The good folks at IDEO are thinking about learning. Their focus is more on K-12, but recommendations that sound as Snowflake Effect-ish as “Evolve past a one- size-fits-all mentality as well as permit mass customization” are certainly applicable before (!) as well as beyond school education, IMHO! And here’s a recommendation that I certainly struggle with, on behalf of instance in my studio-based CHI course: 10. Change the discourse.  If you desire to drive new behavior, you have to measure new things. Skills such as creativity as well as collaboration can’t be measured on a bubble chart. We require to create new assessments that help us understand as well as discuss the developmental progress of 21st-century skills. This is not just about measuring outcomes, but also measuring process. We require formative assessments that are just as important as numeric ones. And here’s the trick: we can’t just have the measures. We actually have to value them. On a slightly different level, we’re pretty fortunate that we have a renovated building to work, learn as well as teach in in Leuven, but I’m not sure that a lot of thought went into the idea of the building as a teaching tool… I’d love to help students design robots that actually roam our rooms, or large external displays that would actually show what we do, or location-based assistance tools on behalf of visitors, etc. And: I would love to hear about how you use the building as a teaching tool! This is a much undervalued aspect of how we learn as well as teach, I think: just consider the fun fact that: A 1999 study of more than 21,000 students by the Hesch ong Mahone Group found a strong correlation between daylit schools as well as student performance —including 20 percent faster progression in math, as well as 26 percent in reading. Makes you wonder how numerous opportunities on behalf of increased effectiveness as well as efficiency in learning we’re not making utilize of. Not to draw attention to the opportunities on behalf of Serious Fun… Sun, 08 Mar 2009 16:04:04 -0400 oscargerardo