Creating Stimulating Learning And Thinking Using New Models Of Activity-Based Learning And Metacognitive-Based Activities

The purpose of this paper is to present a novel way to stimulate learning, creativity, and thinking based on a new understanding of activity-based learning (ABL) and two methods for developing metacognitive-based activities for the classroom. ABL, in this model, is based on the premise that teachers are distillers and facilitators of information who scaffold learning based on the foundations that learners build outside of the classroom from the deployment self-facilitated metacognitive aptitudes. In the ABL model presented in this paper, teachers develop learner self-regulation and self-facilitation by stating expectations that promote learner responsibility while integrating instructional strategies to foster activity-based learning through a new paradigm of thinking based on awareness, evaluation and implementation (AEI), and a new construction-deconstruction connectionist (CDC) model of learning

Looking BK and Moving FD: Toward a Sociocultural Lens on Learning with Programmable Media

Part of the Volume on Digital Young, Innovation, and the Unexpected This chapter is a look back at ideas about programming as a form of digital media for learning in the mid-1990s to help realize more of the potential of these tools in the future. It presents a close examination of the work of children who became fluent in programming animations, games, and interactive stories using MicroWorlds Logo. A vignette from the creation of a movie remix by African American girls in a culturally relevant school is analyzed. Their work supports a constructionist perspective that children can learn both programming and other subject-matter ideas through creating personally meaningful projects with programmable media. Unexpected from this view is that the children brought practices from living culturally to define and produce their project and that these cultural practices were integral to their learning. Implications are outlined for educators, policy makers, and researchers to use views of culture in learning with programmable media to connect more children to the benefits of these media

CIMODE 2016: 3º Congresso Internacional de Moda e Design: proceedings

O CIMODE 2016 é o terceiro Congresso Internacional de Moda e Design, a decorrer de 9 a 12 de maio de 2016 na cidade de Buenos Aires, subordinado ao tema : EM--‐TRAMAS. A presente edição é organizada pela Faculdade de Arquitetura, Desenho e Urbanismo da Universidade de Buenos Aires, em conjunto com o Departamento de Engenharia Têxtil da Universidade do Minho e com a ABEPEM – Associação Brasileira de Estudos e Pesquisa em Moda.info:eu-repo/semantics/publishedVersio

Decolonizing the Empathic Settler Mind: An Autoethnographic Inquiry

Public and scholarly analysis of the troubled relations of Natives and non-Natives (settlers) has been predominantly directed to the former, long-framed as “the Indian Problem.” This dissertation takes the different stance of focusing on the mind-sets of settlers and their society in perpetuating the trans-historical trauma and injustice resulting from foundational acts of dispossession.The approach is autoethnographic:after considering the settler world in which I grew up, critical episodes and developments in my career working with British Columbian First Nations are described and analyzed.This includes working with Kwakwaka’wakw, Haida, Wuikinuxv, Nuxalk and Lheidli T’enneh Nations over a 25-year period.I also look closely at my friendship with a Gitxsan artist, which painfully surfaced our differences and the dangerous colonial practice of settlers’ telling indigenous life stories.Critical themes and learning drawn from this account indicate both some pitfalls and opportunities for empathic settlers to decolonize their minds and actions and thereby contribute to the broader decolonization story of the settler state of Canada.The electronic version of this Dissertation is at Ohiolink ETD Center, http://etd.ohiolink.edu and AURA http://aura.antioch.edu/ A video introduction by the author accompanies this documen

A Holmes and Doyle Bibliography, Volume 9: All Formats—Combined Alphabetical Listing

This bibliography is a work in progress. It attempts to update Ronald B. De Waal’s comprehensive bibliography, The Universal Sherlock Holmes, but does not claim to be exhaustive in content. New works are continually discovered and added to this bibliography. Readers and researchers are invited to suggest additional content. This volume contains all listings in all formats, arranged alphabetically by author or main entry. In other words, it combines the listings from Volume 1 (Monograph and Serial Titles), Volume 3 (Periodical Articles), and Volume 7 (Audio/Visual Materials) into a comprehensive bibliography. (There may be additional materials included in this list, e.g. duplicate items and items not yet fully edited.) As in the other volumes, coverage of this material begins around 1994, the final year covered by De Waal's bibliography, but may not yet be totally up-to-date (given the ongoing nature of this bibliography). It is hoped that other titles will be added at a later date. At present, this bibliography includes 12,594 items