From the Campfire to the Holodeck E-Book

David Thornburg

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 208

Veröffentlichungsjahr: 2013

Beschreibung

How to optimize educational spaces and teaching practices for more effective learning Author David Thornburg, an award-winning futurist and educational consultant, maintains that in order to engage all students, learning institutions should offer a balance of Campfire spaces (home of the lecture), Watering Holes (home to conversations between peers), Caves (places for quiet reflection), and Life (places where students can apply what they've learned). In order to effectively use technology in the classroom, prepare students for future careers, and incorporate project-based learning, all teachers should be moving from acting as the "sage on the stage" to becoming the "guide on the side." Whether you are a school administrator interested in redesigning your school or a teacher who wants to prepare better lessons, From the Campfire to the Holodeck can help by providing insight on how to: * Boost student engagement * Enable project-based learning * Incorporate technology into the classroom * Encourage student-led learning From the Campfire to the Holodeck is designed to help schools move from traditional lecture halls (Campfires) where students just receive information to schools that encourage immersive student-centered learning experiences (Holodecks).

Leseprobe

Table of Contents

Title page

Copyright page

Epigraph

Foreword

About the Author

Acknowledgments

Introduction

CHAPTER 1: The Problem with Traditional Classrooms

Getting to a State of Flow

CHAPTER 2: Campfires

CHAPTER 3: Watering Holes

CHAPTER 4: Caves

Caves in Action

The Challenge

CHAPTER 5: Life

CHAPTER 6: The Challenge of Technology

Technology in General

Technological Change

Education's Response to New Technologies

Tablet Computers in the Classroom

Deep Changes in Interaction

Technological Revolutions That Have Had a Major Impact on Education

What the Future Holds

CHAPTER 7: Technological Campfires

Fixing One of the Main Problems with Lectures

The Knights of Knowledge

Content Area Modules That Cross Disciplines and Grade Levels

Creating Your Own Project Video

The Value of the Method

CHAPTER 8: Technological Watering Holes

The Rise of the Collaboratory

The Rise of Blogs and Wikis

Pedagogical Thoughts around the Technological Watering Hole

Offline Watering Holes

CHAPTER 9: Technological Caves

Cognitive Caves

Logo Today

What's the Point?

Hard Fun in Action

Exploring Other Regions of the Cave

CHAPTER 10: Technological Life Spaces

Hands-on Means Up to the Armpits

Rise of the Desktop Fabricator

The Maker's Culture

The Fabber's Ethos

Other Fabrication Options

Robots Come to School

What's Next?

CHAPTER 11: Learning on the Holodeck

The Story Behind the Story

Origin of the Educational Holodeck

Epistemic Games and Epistemic Frames

Additional Values of Educational Holodecks

Why It Matters

Building an Educational Holodeck

Holodeck Software

Creation of Missions

How to Use the Educational Holodeck

Our First Educational Holodeck

Alternate Designs

From the Campfire to the Holodeck

Index

Cover design: Jeff Puda

Cover images: (girl) ©Ableimages/Getty; (space) © Son Gallery; Wilson Lee/Getty; (classroom) © Comstock Images/Getty

Copyright © 2014 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Library of Congress Cataloging-in-Publication Data has been applied for and is on file with the Library of Congress.

ISBN: 9781118633939 (cloth); ISBN: 9781118633946 (ePub); ISBN: 9781118748060 (ePDF)

[Schools] … have their indispensable office—to teach elements. But they can only highly serve us when they aim not to drill, but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame.

Ralph Waldo Emerson, 1837

Foreword

I still remember vividly my first encounter with David Thornburg's writings in early 2000 because of the profound impact it had on my work as a school architect. It is an influence that continues to affect our maturing practice at Fielding Nair International, where David's philosophies find creative expression every day throughout the United States and in many remote parts of the world.

My encounter with David's ideas came shortly after I had left my post as operations director for New York City's School Construction Program to start up my own consulting practice. During my stint with New York City, I had a key role in the creation of more than one hundred new schools and the modernization of at least five hundred old school buildings. My decision to leave my government job came shortly after my distressing realization that neither the new schools nor the “modernized” ones had done much to improve student educational achievement. On further examination, it became clear to me that we had spent about $10 billion on school buildings to reinforce what was, fundamentally, a flawed educational model. This model was all about the absorption and regurgitation of a static set of facts by students in a factory setting where the teacher firmly controlled both the inputs and outputs of education. Under this scheme, the rows and rows of identical classrooms along a double-loaded corridor sparsely furnished with cheap desks and chairs was the prevailing “design” of the day. Never mind that this identical design had been in place for nearly a century. That factor alone should have made us question if there was something wrong with our approach. However, to do so would have required us to question the nature of education itself, which would have led us to the rational conclusion that the predominant teacher-centered educational model of the day had gone past obsolescence and become, for the most part, irrelevant.