Textbooks published on trees are on the way out in Texas, California and the rest of the country and world.
The Textbook industry is hoping they will be replaced with on-line versions spruced up with animated graphics. However, it is likely that on-line textbooks will be no more successful than magazine advertising that morphed into banner ads. Linear content with multiple choice answers at the end of each chapter, won't work. And as with banner ads, on the Internet you can measure that they don't work.
What does work? Socially networked GAMES. The question for this panel is whether games will replace traditional educational media, and what those games look like.
What will the teachers manual look like? How will learning be assessed? What happens to the classroom, or the school itself, when on-line learning is available 24/7? What does the PTA look like if parents can play along with their kids?
What happens to the distinction between vocational and instructional if playing games is equivalent to performing a virtual job or service? And what happens to the college admission process, if instead of taking a standardized aptitude test, students have been playing a complex game for years. In fact, what happens to colleges and universities where lecture halls still reign supreme?
There is a revolution underway, driven by kids and the games they play. Will the educational system adapt or die? We will see (and discuss).
This panel looks at mobile learning technologies and programs that get students outside, envisioning a classroom framed by the sky, earth, and everything in between. The No Child Left Inside Act (NCLIA) now in Congress seeks to enhance the environmental literacy of K-12 students “to foster understanding, analysis, and solutions to the major environmental challenges” facing the nation. There is a tremendous opportunity to engage young people in science that connects their local environment to global problems, and technology is crucial to effectuate its promise.
Five hundred million eyes looked on as Neil Armstrong stepped onto the Moon; under NCLIA, with eyes trained on the environment around them, learners could now help address a problem as complex as climate change. By implementing a citizen science-based model that leverages mobile technology, NCLIA could help form a scientifically literate citizenry while researchers explore questions previously unanswerable.
Richard Louv’s "No Child Left in the Woods" explores how going outside improves the well-being of young people, and fosters what E. O. Wilson has termed “biophilia.” Programs that combine appropriate technologies with outdoor experience can give learners a new point of entry to scientific understanding beyond textbooks, and introduce new modes of assessment beyond standardized tests.
Augmented Reality (AR) is on the verge of becoming a household name. Even though the concept and technology that make AR possible have been around for quite sometime, the tech-savvy community has been abuzz lately as mobile platforms such as iOS and Android have played a large role in bringing AR to the masses. But what is AR? In a nutshell, AR is a reality or environment that is augmented by layers of computer-generated information. Recent AR technologies have allowed for mobile devices to add layers of reality atop the world we see through our cell phone cameras.
Several applications such as Layar, AroundMe and others allow users to find and interact with information and other users by simply panning their cell phones around them.
What are some current examples of AR technologies, applications and potential uses around today? How does this technology affect education? What types of knowledge, community-building activities, contextual and informal learning experiences can be created with AR? How can we use AR to augment learning outcomes and creation of communities of practice? These are just some of the questions we will discuss on this panel.
by John Baird
Comics have a long history of use in education and promoting understanding in a wide range of topics from English to history to public health. This presentation covers multiple levels of the employment of comics in math education, beginning with simple classroom activities, moving into mathematics pedagogical research methodology, and delving into advanced cognitive research to explore the mechanisms of how comics reinforce instruction. As a teaching tool, comics are inherently well suited for patterns, geometric shapes, and visual representations of data. They can be a form of stealth teaching - engaging students to think creatively about mathematics, helping instill intrinsic motivation and improving long-term retention. Accurate assessment of math attitudes and learning environments is a key challenge in addressing discrepancies in knowledge and performance. Comicvoice, a research method using comics to collect individual perspectives and has demonstrated utility in exploring similar public health topics, has strong applicability to this problem. Navigating the symbolic language of math is a known barrier for many students. Current research into how the brain translates concepts and similarities suggests that comics provide a pathway for alleviating this barrier through the very nature of being “sequential art.” By traversing through each of these stages, a holistic picture of comics’ place in the development of advanced math pedagogical techniques becomes clear.
Education is failing our youth - maybe it's your child or teen... or even you. A recent study by the Gates Foundation and Public Agenda found that 67% of youth say their guidance counselor failed them in preparing them for their futures. Today, those graduating face a 29% jobless rate, partly as jobs move overseas. Global issues and global business underscore the need to better prepare our youth.
What can you do? In this exciting and engaging panel, led by Dow Jones columnist, author, national commentator (Oprah, CNN), and founder of SuperFutures, you'll learn:
11th–15th March 2011