This may, and often will, involve some degree of gaming or game-like activities in classrooms not because they are games and many kids happen to like games, nor because it is a fun way to get some content across, but, rather, because the learning principles that games encapsulate can be leveraged for educational
I read a book about this called Reality is Broken Great analysis of games and their educational value.
The craft of remix entails understanding the risks one may run in using commercial materials in a remix. In addition to being familiar with copyright symbols and the reach of certain licenses, this includes know-ing how to read the End User License Agreements included with software and online services and know-ing what is “fair use.”
This is so key, and I know I really need to get better about how to teach this skill. It seems to all be changing so rapidly. This idea was encapsulated nicely in the video we recently watched.
Storytellers wove explanations for sounds into narratives which were incorporated into drama and, when written, into literature. Thus, speech, with its origins in abstract thought and presentation, is the oldest medium and the most prevalent form of human communication. It claims a presence in most all media that follow
Interesting point, in the real world speech is critical. In the education world, things are so writing heavy that speech often gets sidelined.
Narratives/dramas that make the world comprehensible have long been a mainstay of human culture.
This seems to be the aim of not only narratives but education in general. It is an interesting connection between ritual and education.
I now know more clearly than ever that my mission in BiSci is to ground my teaching in the healing of the fractured relationships we have with ourselves, each other, and the earth that is our larger body.
That is an intense shift from the start of this article and the initial student evaluations.
I do is to simply give my students permission to do cool stuff with the potential to transform their relationships with themselves, with the human other, and with the earth.
Yeah, that is really interesting. I often think about this in my own practice and struggle with how much support or freedom to offer.
456gusts of wind, woodlands, and wild animals. How absurd of me, then, to expect them to care about an earth with which they had almost no relationship!I further realized that by grounding BiSci in the ethos of fear and guilt, I was engendering hopelessness, revulsion, and numbness in my students.
Yes, we often lose our sense of connection to the world inside the walls of the classroom.
sage on the stage
Interesting how this phrase has such a negative connotation now. I often expect and appreciate good lectures, especially at the university level. I actively seek people who know more than me, so I can learn from them.