During a recent trip to the Netherlands, we had the opportunity to visit the Netherlands Open Air Museum & Park. It is an interesting stop. Additional information is available in this Wikipedia article.
One of the points of interest at the site was the Village School (Lhee Dr.) originally built in 1750, relocated in 1953. The interior as you see it in my photos is vintage 1800-1830.
I have added comments to each photo applying a current educational lens.
A peek in the door: open space and welcoming.
Central heating, flexible space (no rows!), support for small group instruction and a respectful design reflecting that learning is social.
Evidence of the use of mobile tablets to support personal educational experiences.
Hands on, independent use of tablets. It looks like they are actually drawing on the screens so I am assuming that these are not touch-screens. I wonder about the wifi access.
On a more serious note, this early classroom was certainly forward looking in many respects. Perhaps they were simply learning while waiting for the thinking around the C’s and the whole ‘internet thing’ to become a reality.
Today’s post, a cross post from my original in the OSSEMOOC June 2014, 30 days of collaborative blogging “Picture and Post” series, is a good example of connected learning. This recent tweet from Julie Balen resonates with me.
Watch the video:
I look forward to your comments.
This post is a cross post from my original in the OSSEMOOC June 2014, 30 days of collaborative blogging “Picture and Post” series. I am reposting it as I think raises a point of consideration.
I spotted this Twitter post from Lisa Neale this morning. My initial reaction was why wouldn’t you start with a question?
Perhaps we shouldn’t limit ourselves with a starting question. Read this interesting insight from Peter Skillen’s Construction Zone blog.
Todays connected learners need connected school and system leaders. Further to the presentation prepared for TEDxKitchenerED about the work that is/needs to be done in the area of personally owned, self directed learning opportunities for school/school board leaders to build awareness and capacity in this area, Donna & I are pleased to announce that the official TEDx video is now online.
This post is a cross post from my original in the OSSEMOOC June 2014, 30 days of collaborative blogging “Picture and Post” series.
I always enjoy opportunities to connect with Stephen Hurley or read his blog. I have recently enjoyed opportunities on both fronts – wonderful professional discussion and learning!
In this tweet, Stephen directs readers to a wonderful blog post where he reminds of the importance of telling our stories.
Check out Telling Tales from Stephen’s blog, and feel free to leave a comment here about what resonates with you in his post.
I typically listen to Craig Norris on CBC KW 89.1 on my morning drive into the office and yesterday was no different. I happened to catch an interview Craig did with Roger Farwell, the new CEO of Creative Enterprise Inc.
What caught my attention in the interview was the idea of one’s “change stance”. In a time of rapid change you can sit back and see what happens OR actively ‘play in the space’ to position yourself for the best possible outcome.
Lets apply this notion to education. This is a time of rapid change in many areas of the K12 environment.
- instructional practice: facilitated, inquiry based, PBL, collaborative etc.
- assessment practices
- technology enabled learning
- owning your own professional learning
- making your thinking visible
- technology trends
- bring your own devices (BYOD)
Summer reflection challenge: What will your approach be to educational change? Will you sit back and see what happens OR actively ‘play in the space’ to position yourself for the best possible outcome?
Read the CBC Creative Enterprise Initiative (CEI) post.
Note: cross posted to OSSEMOOC.
This year, WRDSB teachers Alison Bullock and Andrew Bieronski ran a very successful cross curricular and cross panel collaborative project with grade 4 and grade 10 students.
Full project details may be read [here]. A “quick peek” overview of the project is included below as a point of reference.
The grade 10 students will provide mentorship to the grade 4 students as they research, plan and write the scripts needed for the audio guided tour files. Students will be collaborating through the WRDSB Google Apps for Educators (GAFE) environment. The role of the grade 10 students will be related to their civics and English courses.
All students, in both grades, will share about their experiences in this collaborative learning project through their blogs. Blogging platforms may include Google, WordPress or Weebly.
As part of the professional learning with this project, Alison and Andrew met with me for a live streamed interview to share their learning and reflections on collaboration, student voice, engagement and professional practice.