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Once the decision to go mobile has been made in a learning organization, at first glance it may seem as though the hardest decision has been made. Soon after this path is chosen, though, reality sets in. There are a lot of things to consider as you work to build your initial learning content for the many varieties of mobile devices. From strategy and design, to development, delivery and beyond, every step along the way is crucial to your success. In Learning Everywhere, Chad Udell, a seasoned expert on mobile learning, demystifies the many choices involved in developing mobile learning content, and provides real-world experience on how to get down to the business of creating mobile learning. With an approachable and down to earth style, Chad gives the reader a wealth of detail. His goal is to explain mobile design and development to learning professionals in the context of creating best-of-breed mobile experiences, while leveraging superior user interface design and development techniques. A framework of four content types gives instructional designers, learning developers, and managers a solid grounding in the exciting possibilities for learning using mobile phones, tablets and other devices. Focused on creating solutions that increase organizational performance no matter the content type or instructional need, this book is truly about Learning Everywhere. Book foreword by Judy Brown, well known mobile learning analyst.
Although student affairs practitioners play a key role in student learning, few are familiar with learning theories, the design of experiential education, or pedagogical theory. This edited collection describes programs in which student affairs professionals work independently or in collaboration with academic faculty and community partners to create more intentional and consistent approaches that enhance student learning. Examples, models, and case studies throughout the chapters make the theories and ideas specific and practical. Exploring educational opportunities in and outside the classroom, such as peer education, leadership development, life and career planning, civic engagement, service-learning, and study abroad, this book provides both theories and pedagogical frameworks for organizing and integrating the entire institution to promote and support learning. Drawing on multiple perspectives, Learning Everywhere on Campus shares the interventions and strategies necessary to help students learn new information, acquire skills, and understand the value of this knowledge in constructing their sense of purpose and self in the world.
Describes a trip to an apple orchard, how apples are picked and stored, and which apples are best for eating.
Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. Many students are not graduating from high school with the knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the workforce or in their roles as citizens. For decades, efforts to improve STEM education have focused largely on the formal education system. Learning standards for STEM subjects have been developed, teachers have participated in STEM-related professional development, and assessments of various kinds have sought to measure STEM learning. But students do not learn about STEM subjects just in school. Much STEM learning occurs out of school-in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, from the things students watch or read on television and online, and during interactions with peers, parents, mentors, and role models. To explore how connections among the formal education system, afterschool programs, and the informal education sector could improve STEM learning, a committee of experts from these communities and under the auspices of the Teacher Advisory Council of the National Research Council, in association with the California Teacher Advisory Council organized a convocation that was held in February 2014. Entitled "STEM Learning Is Everywhere: Engaging Schools and Empowering Teachers to Integrate Formal, Informal, and Afterschool Education to Enhance Teaching and Learning in Grades K-8," the convocation brought together more than 100 representatives of all three sectors, along with researchers, policy makers, advocates, and others, to explore a topic that could have far-reaching implications for how students learn about STEM subjects and how educational activities are organized and interact. This report is the summary of that meeting. STEM Learning is Everywhere explores how engaging representatives from the formal, afterschool, and informal education sectors in California and from across the United States could foster more seamless learning of STEM subjects for students in the elementary and middle grades. The report also discusses opportunities for STEM that may result from the new expectations of the Next Generation Science Standards and the Common Core Standards for Mathematics and Language Arts.
In this provocative book, authors Washor and Mojkowski observe that beneath the worrisome levels of dropouts from our nation’s high school lurks a more insidious problem: student disengagement from school and from deep and productive learning. To keep students in school and engaged as productive learners through to graduation, schools must provide experiences in which all students do some of their learning outside school as a formal part of their programs of study. All students need to leave school—frequently, regularly, and, of course, temporarily—to stay in school and persist in their learning. To accomplish this, schools must combine academic learning with experiential learning, allowing students to bring real-world learning back into the school, where it should be recognized, assessed, and awarded academic credit. Learning outside of school, as a complement to in-school learning, provides opportunities for deep engagement in rigorous learning.
Introduces basic shapes through fun, poetic text. A circle, a triangle, an oval, a square—shapes are found everywhere!
This book is an easy-to-read primer that describes what it takes to increase student achievement at every grade level, subject area, and student group. Readers will learn how to use data to drive their continuous improvement process as they develop an appreciation of the various types of data, uses for data, and how data are involved with the school improvement process. Online Course Available through a partnerhip with Knowledge Delivery Systems. Click here for more information. (CEUs may be available through your district.)
"The rise of the internet, new technologies, and free and open higher education are radically altering college forever, and this book explores the paradigm changes that will affect students, parents, educators and employers as it explains how we can take advantage of the new opportunities ahead"--
"If anyone knows anything about the web, where it's been and where it's going, it's David Weinberger. . . . Too Big To Know is an optimistic, if not somewhat cautionary tale, of the information explosion." -- Steven Rosenbaum, Forbes With the advent of the Internet and the limitless information it contains, we're less sure about what we know, who knows what, or even what it means to know at all. And yet, human knowledge has recently grown in previously unimaginable ways and in inconceivable directions. In Too Big to Know, David Weinberger explains that, rather than a systemic collapse, the Internet era represents a fundamental change in the methods we have for understanding the world around us. With examples from history, politics, business, philosophy, and science, Too Big to Know describes how the very foundations of knowledge have been overturned, and what this revolution means for our future.
What turns citizens into refugees and then immigrants? In this powerful middle-grade debut, Sami and his family embark on a harrowing journey to save themselves from the Syrian civil war. Sami loves his life in Damascus, Syria. He hangs out with his best friend playing video games; he's trying out for the football team; he adores his family and gets annoyed by them in equal measure. But his comfortable life gets sidetracked abruptly after a bombing in a nearby shopping mall. Knowing that the violence will only get worse, Sami's parents decide they must flee their home for the safety of the UK. Boy, Everywhere chronicles their harrowing journey and struggle to settle in a new land. Forced to sell all their belongings and leave their friends and beloved grandmother behind, Sami and his family travel across the Middle East to Turkey, where they end up in a smuggler's den. From there, they cross the treacherous waters of the Mediterranean and manage to fly to England, only to be separated and detained in an immigration prison for the crime of seeking asylum. Yet the transition from refugee to immigrant in a new life will be the greatest challenge Sami has ever faced. Based on the experiences of real Syrian refugees, this thoughtful middle-grade novel is the rare book to delve deeply into this years-long crisis. Portions of the proceeds of this book will be used to benefit Syrian refugees in the UK and to set up a grant to support an unpublished refugee or immigrant writer in the US. Sami's story is one of survival, of family and friendship, of bravery and longing ... Sami could be any one of us.