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Methodology | The A.K. Rice Institute
The methodology and approach of group relations study supported by the A.K. Rice Institute is primarily based in the work of British psychoanalyst Wilfred R. Bion and subsequent developments in the late 20th century. Convinced of the importance of considering not only the individual but also the group of which the individual is a member, in the late 1940s Bion conducted a series of small study groups at London’s Tavistock Institute of Human Relations. He reported his experiences in a series of articles for the journal Human Relations and later, as the book Experiences in Groups (Bion, 1961). Gradually, Bion’s novel approach of viewing a group as a collective entity evolved into a method. In 1965, Rice led a conference in the United States, and the Tavistock method began to be developed here by Margaret Rioch and others. Groups, like dreams, have a manifest, overt aspect and a latent, covert aspect. The group relations method can be applied in many different group situations.
Connectivism | Learning in the Future
Overview Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.[1] According to co-developer Stephen Downes (2007), connectivism posits that “knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.[2]” As with constructivism and active learning, connectivism theorizes that knowledge is not acquired, as though it were a thing. Knowledge is the set of connections formed by actions and experience. In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Networked learning and connectivism Networked learning is a subset of connectivism, which consists of eight attributes [3]: Principle 1: Learning and knowledge rests in diversity of opinions. Resources References
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About - Hive NYC
Launched in 2009 with generous support from the John D. and Catherine T. MacArthur Foundation, the Hive NYC Learning Network was stewarded by the Social Science Research Council until 2011 and by Mozilla Foundation from 2011 to 2017. Hive NYC is now hosted through 2018 by Partnership for After School Education (PASE), a nonprofit, child-focused organization that promotes and supports quality afterschool programs, particularly those serving young people from underserved communities. Hive NYC Learning Network Hive NYC Learning Network (Hive NYC) is a city-wide learning laboratory for educators, technologists, and mentors to design innovative connected educational experiences for youth. Hive NYC’s membership includes over 60 non-profit organizations, such as museums, libraries, code clubs, advocacy groups, higher education institutions, and afterschool programs. For more information and a history of Hive NYC’s development and growth, please explore our timeline. Who we are Save
A Day in the Life of a Connected Educator – Using social media in 21st century classrooms
One of our main goals at Powerful Learning Practice is to turn educators into 21st Century educators. That is, teach them how to use social media and other powerful Web 2.0 tools to transform their classrooms into learning environments that are ready for today’s iGeneration students. One of the most common questions we get is, “But where do we find the time to use all this new technology?” To answer that question, we developed this infographic – A Day in the Life of a Connected Educator to show that using social media in your classroom and in your life can be integrated, easy, and fun. Scroll down and take a look or click for a larger version. Get connected Would you like to become a connected educator? Explore more about the life of a Connected Educator and 21st Century teacher & learner in The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall. Tweet all about it What does a typical day in a 21st century classroom look like?
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DS106: Enabling Open, Public, Participatory Learning
Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodward, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning. Even before ds106 officially launched, instructors and students collaborated to grow the course into an interest-powered learning community with pop culture as its subject matter. It is peer-supported to the point where students make up their own assignments. Jim Groom, an instructional technologist, had taught classes in English literature and museum studies. Although he clearly relishes his role as larger-than-life provocateur, Groom understands that his success depends on his collaborations, his sharing, his networks. Back to top Interest-Powered
How to Learn on Your Own: Creating an Independent Scholar Resource Plan
One of the most challenging and gratifying parts of learning alone is the opportunity to search for and select your own learning material. Students in traditional classrooms usually don’t get to decide how they are going to master course content. Instructors decide for them in the form of textbook selection, quizzes, tests, group projects, etc. As an independent learner, you can make your study time more effective by using only the learning methods that work for you. A resource plan is a document used to brainstorm the learning material you can use when you begin your studies. This article will show you how to create a resource plan to use in your independent studies. Step 1: Set a Goal The first step to creating a resource plan is to decide on a single goal. Ineffective Goal – Learn HTMLEffective Goal – Create several websites using HTML, referring only minimally to a coding book. Step 2: Collect Materials Books – The written word is still one of the best ways to learn a subject.
Three Ways Game-Based Learning can be a Helpful Tool
“A game is an opportunity to focus our energy, with relentless optimism, at something we’re good at (or getting better at) and enjoy. In other words, gameplay is the direct emotional opposite of depression.” Jane McGonigal, Reality is Broken: Why Games Make Us Better and How They Can Change the World Game-based learning is fast becoming a trend in education. Games as Assessment: As students play games they are being assessed on their progress, provided feedback, and allowed to try again without fear of failure. Games as Engagement: Games are carefully and intentionally designed environments that create flow—the balance between challenge and progress. Authentic Learning Experiences: James Paul Gee, game-based learning advocate and guru refers to this as “situated learning.” Games can be another tool for engaging in rigorous and authentic learning.
Learning by doing
