Foundations of Learning and Instructional Design Technology
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness
Research report Received January 12, 2016; Accepted May 30, 2016 DESIGN EDUCATION FOR SUSTAINABILITY (I) A Survey of Product Design Students’ Attitude Toward Environmental Consciousness Edilson Shindi UEDA* * Chiba University Yayoi-cho 1-33, Inage-ku, Chiba 263-8522, Japan Abstract: In order to disseminate and promotion of design education in the sustainable (DES) context in the academic and professional field, this research introduces the theoretical study of DES and a case study of 620 product design students' attitude, knowledge and viewpoint toward environmental consciousness. According to the results of the survey, the students' strong consideration of socio-cultural principles is the most important factor for solution of the present environmental issues, showing a pro- environmental consciousness that was also evident in the students' capacity as consumers since they consider environmental aspects when purchasing products. The majority of 491 students who did not receive environmental education expressed a strong desire to receive environmental information, with the primary topics related to examples of environmentally friendly products (eco-products). Key words: EcoDesign, Design Education for Sustainability, Environmental Education 1. Introduction figures in product and services development for many The main title of this study is part of a series related to companies. Industrial designers play a significant role in design education for sustainability (DES), which is a new seeking alternative solutions to the wasteful lifestyles of field for industrial design educators and design professionals contemporary society, and in influencing positive change [1-4]. through the creation of more responsible goods and services. The objective of the series is to disseminate and promote Toward those facts, experts [8-9] have stressed that current design education in a sustainable context in the academic design education should be redirected to the development and professional fields. -
Los Angeles Institute of Architecture and Design
CATALOG Los Angeles Institute of Architecture and Design 3580 Wilshire Blvd. Suite 1180. Los Angeles, CA 90010 www.laiad.com 213 251 4500 January 1, 2018 – December 31, 2018 Page 1 of 28 TABLE OF CONTENTS MISSION & OBJECTIVES ................................................................................................................ 4 STATE OF CALIFORNIA .................................................................................................................. 4 FACILITIES AND EQUIPMENT ........................................................................................................ 4 ADMISSION POLICIES AND PROCEDURES ................................................................................. 5 FOREIGN STUDENTS .......................................................................................................... 5 NON-DISCRIMINATION POLICY .......................................................................................... 5 NOTICE CONCERNING TRANSFERABILITY OF CREDITS AND CREDENTIALS EARNED AT OUR INSTITUTION: .......................................................................................................................... 6 TRANSFERABILITY OF CREDIT TO LAIAD ................................................................................... 6 LICENSURE ...................................................................................................................................... 6 PROGRAMS .................................................................................................................................... -
Narrative Intelligence
From: AAAI Technical Report FS-99-01. Compilation copyright © 1999, AAAI (www.aaai.org). All rights reserved. Narrative Intelligence Michael Mateas Phoebe Sengers Computer Science Department Media Arts Research Studies Carnegie Mellon University Institut fuer Medienkommunikation 5000 Forbes Avenue GMD Pittsburgh, PA 15213 Schloss Birlinghoven [email protected] D-53754 Sankt Augustin Germany [email protected] to sentences around it, to prior experience, and to some larger context, the group's work quickly became focused Introduction on understanding narratives. In a series of programs, they developed a theory of the knowledge structures necessary People are narrative animals. As children, our caretakers to understand textual narratives. The story-understanding immerse us in stories: fairy tales, made-up stories, favorite system SAM (Cullingford 1981) used scripts to capture the stories, "Read me a story!" Even when barely verbal, we notion of a stereotyped situations or contexts. The scripts begin to tell our own proto-stories. "Phoebe! Pizza! captured the typical causal connections holding in a Phoebe! Pizza!" was the excited story of a 2-year-old stereotyped situation. The story-understanding system friend Addie when one of us happened to arrive PAM (Wilensky 1981) and the story-generation system simultaneously with the pizza delivery man. This story TAIL-SPIN (Meehan 1977) both incorporated a notion of means, approximately, "Can you believe it? Phoebe and the goals held by characters in a narrative and the various pizza came into the house at the same time!" As children, means they have to accomplish these goals. Other work in narrative frameworks become an important part of the way this group included a model of ideologically-biased we learn to approach the world (Nelson 1989). -
The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers’ Success and Self-Efficacy Beliefs
South African Journal of Education, Volume 37, Number 3, August 2017 1 Art. # 1395, 17 pages, https://doi.org/10.15700/saje.v37n3a1395 The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs Cigdem Hursen and Didem Islek Division of Curriculum and Instruction, Ataturk Faculty of Education, Near East University, Turkey [email protected] The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience. Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual art Introduction Outdoor education in teaching and learning is being increasingly used as an effective approach for the realisation of activities related to active learning and for the instruction of abstract concepts (Bilasa & Arslangilay, 2016; Çelik & Kasapoğlu, 2014; Öztürk Aynal, 2013; Preston, 2014; Price, 2015). -
Research and the Reading Wars James S
CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills. -
293145618.Pdf
Leaders in Educational Research LEADERS IN EDUCATIONAL STUDIES Volume 7 Series Editor: Leonard J. Waks Temple University, Philadelphia, USA Scope: The aim of the Leaders in Educational Studies Series is to document the rise of scholarship and university teaching in educational studies in the years after 1960. This half-century has been a period of astonishing growth and accomplishment. The volumes in the series document this development of educational studies as seen through the eyes of its leading practitioners. A few words about the build up to this period are in order. Before the mid-twentieth century school teaching, especially at the primary level, was as much a trade as a profession. Schoolteachers were trained primarily in normal schools or teachers colleges, only rarely in universities. But in the 1940s American normal schools were converted into teachers colleges, and in the 1960s these were converted into state universities. At the same time school teaching was being transformed into an all-graduate profession in both the United Kingdom and Canada. For the first time, school teachers required a proper university education. Something had to be done, then, about what was widely regarded as the deplorable state of educational scholarship. James Conant, in his final years as president at Harvard in the early 1950s, envisioned a new kind of university-based school of education, drawing scholars from mainstream academic disciplines such as history, sociology psychology and philosophy, to teach prospective teachers, conduct educational research, and train future educational scholars. One of the first two professors hired to fulfil this vision was Israel Scheffler, a young philosopher of science and language who had earned a Ph.D. -
A Linguistic and Conceptual Study of American Public Discourse
Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse by Pamela Sue Morgan B.A. (University of Tulsa) 1974 B.A. (University of Arizona) 1976 M.A. (University of California, Santa Barbara) 1981 M.A. (University of California, Berkeley) 1993 Ph.D. (University of California, Santa Barbara) 1985 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor George Lakoff, Co-Chair Professor Eve Sweetser, Co-Chair Professor Robin Lakoff Professor David Collier Spring 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse © 1998 by Pamela Sue Morgan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The dissertation of Pamela Sue Morgan is approved: Date 18 /f?8 Co-Chair Date ^ /h^. Date o =oJ2 ^ ^ ' ? £ s' Date University of California, Berkeley Spring 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse by Pamela Sue Morgan Doctor of Philosophy in Linguistics University of California, Berkeley Professor George Lakoff, Co-Chair Professor Eve Sweetser, Co-Chair Cultural cognitive models (CCMs) are learned and shared by members of cultural communities and serve as shortcuts to the presentation and understanding of communicative events, including public discourse. They are made up of "frames," here defined as prototypical representations of recurrent cultural experiences or historical references that contain culturally-agreed-upon sets of participants, event scenarios, and evaluations. -
October 2012 Sandra Stotsky 203 Graduate Education Building
1 October 2012 Sandra Stotsky 203 Graduate Education Building University of Arkansas Fayetteville, Arkansas 72701 University Phone: 479 575 7282 EDUCATION Harvard University Graduate School of Education, Cambridge, Massachusetts Ed. D., June 1976, in Reading Research and Reading Education Thesis committee: Jeanne Chall, Israel Scheffler, and Helen Popp Thesis given a Distinction by all three readers; awarded a prize by the Committee on Degrees Qualifying Paper for Ed. D. given a Distinction, March 1974. Advisor: Carol Chomsky University of Michigan, Ann Arbor, Michigan B.A. with Distinction; concentration in French Literature Honors: Phi Beta Kappa, Phi Kappa Phi PROFESSIONAL EXPERIENCE 2007- Professor of Education Reform, 21st Century Chair in Teacher Quality, Department of Education Reform, University of Arkansas, Fayetteville. 1999-2006. Director, We the People: The Citizen and the Constitution National Institute for Secondary Teachers, summer institutes co-sponsored by the Center for Civic Education and the Lincoln and Therese Filene Foundation. 2004-2006. Visiting Research Scholar, Northeastern University . 1999-2003. Senior Associate Commissioner, Massachusetts Department of Education. In charge of revising state standards in mathematics, science, English/reading, history and the social sciences, technology, and preschool; teacher licensing regulations; and teacher tests in all subjects. 1984-2001. Research Associate, Harvard Graduate School of Education, affiliated with the Philosophy of Education Research Center (PERC), directed by Israel Scheffler. 1987-1999. Director, Summer Institute on Writing, Reading, and Civic Education , sponsored by the Lincoln and Therese Filene Foundation at the Harvard Graduate School of Education. 1996-1998. Senior Research Associate, Boston University School of Education. 1992-2000. Consultant for the United States Information Service to Polish, Latvian, Lithuanian, Romanian, and Ukrainian educators on the development of a civic education curriculum for their public schools. -
Origins of the American Association for Artificial Intelligence
AI Magazine Volume 26 Number 4 (2006)(2005) (© AAAI) 25th Anniversary Issue The Origins of the American Association for Artificial Intelligence (AAAI) Raj Reddy ■ This article provides a historical background on how AAAI came into existence. It provides a ratio- nale for why we needed our own society. It pro- vides a list of the founding members of the com- munity that came together to establish AAAI. Starting a new society comes with a whole range of issues and problems: What will it be called? How will it be financed? Who will run the society? What kind of activities will it engage in? and so on. This article provides a brief description of the consider- ations that went into making the final choices. It also provides a description of the historic first AAAI conference and the people that made it happen. The Background and the Context hile the 1950s and 1960s were an ac- tive period for research in AI, there Wwere no organized mechanisms for the members of the community to get together and share ideas and accomplishments. By the early 1960s there were several active research groups in AI, including those at Carnegie Mel- lon University (CMU), the Massachusetts Insti- tute of Technology (MIT), Stanford University, Stanford Research Institute (later SRI Interna- tional), and a little later the University of Southern California Information Sciences Insti- tute (USC-ISI). My own involvement in AI began in 1963, when I joined Stanford as a graduate student working with John McCarthy. After completing my Ph.D. in 1966, I joined the faculty at Stan- ford as an assistant professor and stayed there until 1969 when I left to join Allen Newell and Herb Simon at Carnegie Mellon University Raj Reddy. -
Celebrating 50 Years of LRDC (PDF)
UNIVERSITY OF PITTSBURGH Celebrating 50 Years of LRDC This report was published in 2014 by the University of Pittsburgh Learning Research and Development Center. THIS REPORT CELEBRATES THE UNIVERSITY OF PITTSBURGH LEARNING RESEARCH AND DEVELOPMENT CENTER’S (LRDC) 50 YEARS AS A LEADING INTERDISCIPLINARY CENTER FOR RESEARCH ON LEARNING AND EDUCATION. IT PROVIDES GLIMPSES OF LRDC OVER THE YEARS AND HIGHLIGHTS SOME OF THE EXCITING WORK THAT OCCUPIES OUR CURRENT RESEARCH AND DEVELOPMENT AGENDA. The Center’s interconnected programs of research and development have reflected its mission of stimulating interaction between research and practice across a broad spectrum of problems, from the neural basis of learning to the development of intelligent tutors to educational policy. Among research institutions in learning and education, this interconnected breadth is unique. The Center’s research has been equally wide-ranging in the domains of learning it has studied. Reading, mathematics, and science—staples of education—have been a continuing focus over much of LRDC’s 50 years. However, the Center also has addressed less-studied learning domains (e.g., history, geography, avionics, and law) as well as the reasoning and intellectual abilities that serve learning across domains. Moreover, social settings for learning, including those outside schools; teaching effectiveness; and technol- ogy for learning are all part of LRDC’s research story. LRDC’s ability to sustain research programs across these diverse, intersecting problems owes much to the cooperation of its partnering schools and depart- ments in the University. The leadership of the University of Pittsburgh has made possible what is often very difficult: a research center that has been able to effectively pursue truly cross-disciplinary research programs. -
Honorary President of Conference Tosiyasu L
Program Committee Honorary President of Conference Tosiyasu L. Kunii, University of Aizu, Japan Conference Co-Chairs Barbara Gorayska, City University of Hong Kong, HK Jacob L. Mey, Odense University, Denmark Publication Chair Jonathon P. Marsh, Hong Kong University, HK Proceedings Editors Jonathon P. Marsh, Hong Kong University, HK Chrystopher L. Nehaniv, University of Aizu, Japan Barbara Gorayska, City University of Hong Kong, HK International Program Committee (The preceding and) Hugh Applewhite, Pi&down Technologies, USA Betty Lindsay, Novell Corporation, USA Frank Biocca, University of North Carolina, USA Roger Lindsay, Oxford-Brookes University, UK Bruce L. Blum, Johns Hopkins University, USA Alec McHoul, Murdoch University, Australia Ho Mun Chan, City University of Hong Kong, HK John Nealon, Oxford-Brookes University, UK Orville L. Clubb, City University of Hong Kong, HK Rolf Pfeifer, University Zurich-Zrchel, Switzerland Chris Colbourn, University of Southampton, UK Herbert Pick, University of Minnesota, USA Kevin Cox, City University of Hong Kong, HK Tony Roberts, University of Southampton, UK Will Fitzgerald, ZntellAgent Systems, USA Roger Schank, Inst. for the Learning Sciences, USA Laurence Goldstein, Hong Kong University, HK Colin T. Schmidt, Sorbonne University, France David Good, Cambridge University, UK John Sillince, University of London, UK Hartmut Haberland, Roskilde University, Denmark John Spinks, Hong Kong University, HK Wolfgang A. Halang, Fern University, Germany Hiroshi Tamura, Kyoto Inst. of Technology, Japan Stevan Hamad, University of Southampton, UK Peter Thomas, University of the West of England, UK Douglas Herrmann, Indiana State University Steven Tripp, University of Aizu, Japan Richard Janney, University of Munich, Germany Jacques J. Vidal, University of California at Los Benny Karpatschoff, Copenhagen Univ., Denmark Angeles, USA & University of Aizu, Japan Alex Kass, Northwestern University, USA William S.Y.