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Tropical Paradise
The Vol. 1 Issue 7 M a vTropical e r Paradise i c k May 2, 2011 By Meghan Darnell The Kiowa County High School Junior-Senior Prom was held at the Greens- This Month’s burg Recreation gym on April 16th. The promenade began at six in the evening, followed directly by the dinner. The prom theme was Tropical Night and the Features juniors decorated with tiki men and palm trees. For dinner, the juniors chose to o serve pork loin, a mashed potato casserole, green beans, Hawaiian rolls and fruit bowls with a key lime pie dessert. Honor At the dance, attendants were subjectivly entertained by a swing dance by Mr. Banquet... and Mrs. Calkins along with a dance-off between senior Shannon Webster and pg. 6 another student’s date. It was a very upbeat dance with two-steps, line-dances and the right balance of fast and slow songs. After the dance, students were allowed 30 minutes to change, and then were n bussed to the Mullinville gymnasium for After-Prom. At the After-Prom party, students were provided with a vast variety of games to win either cash or tickets for four big prizes that would be drawn at the end of the night. The big prizes were an Apple I-pad, an automobile tune-up set, a camera, an X-Box 360, a tele- vision and Blu-ray player and an I-pod touch. There were also prizes for guessing State Music... games. These games consisted of guessing the amount of change or golf balls in pg. -
What Rhymes with Cars & Girls
MEDIA RELEASE RELEASE 8 January 2015 WHAT RHYMES WITH CARS & GIRLS by Aidan Fennessy music and lyrics by Tim Rogers WORLD PREMIERE weaves together the poetic songs from Cast Johnny Carr, Sophie Ross What Rhymes with Cars and Girls Tim Rogers’ debut solo album and words by award-winning playwright Aidan Musicians Ben Franz, Xani Kolac Fennessy, creating a contemporary Australian tale of love across the class Director Clare Watson divide. Melbourne Theatre Company presents the world premiere of this Musical Director Tim Rogers exciting collaboration at 8pm Thursday 19 February at Arts Centre Melbourne, Set Designer Andrew Bailey Fairfax Studio. Costume Designer Kate Davis Lighting Designer Richard Vabre Drawing on the acting and singing talents of Sophie Ross and Johnny Carr, Sound Designer Russell Goldsmith What Rhymes with Cars and Girls is an intimate musical gem complete with a three-piece band led by Musical Director Tim Rogers. ‘Tim Rogers is a statesman of Director Clare Watson said, ‘I’m thrilled to be working on this delicate and Australian music.’ heartbreaking piece. Aidan has created a textured and lyrical script that is a Music Feeds harmonious marriage with Tim’s cult hit album. I’ve always loved these songs ‘A troubadour from the tip of his and am delighted to be collaborating with this team of hopeless romantics in felt-brimmed hat to the idiosyncratic bringing What Rhymes with Cars and Girls to the stage in a way that’s timeless, chop of his right hand.’ moving and undeniably Australian.’ Rolling Stone This is the ballad of Tash and Johnno, brought together by a conjunction of the stars and a pizza delivery gone awry. -
Collaborative Learning: a Sourcebook for Higher Education
DOCUMENT RESUME ED 357 705 HE 026 455 AUTHOR Goodsell, Anne S.; And Others TITLE Collaborative Learning: A Sourcebook for Higher Education. INSTITUTION National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 92 CONTRACT R117G10037 NOTE 175p.; Areas of very faint type appear sporadically. PUB TYPE Guides Non-Classroom Use (055) Collected Works General (020) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Annotated Bibliographies; Class Activities; *College Instruction; *Cooperative Learning; Educational Methods; Elementary Secondary Education; Higher Education; Instructional Improvement; *Instructional Innovation; Learning Strategies; *Program Development; Program Evaluation; Program Implementation; Student Evaluation; Undergraduate Study ABSTRACT This sourcebook contains nine papers on various aspects of collaborative learning for students with emphasison college level instruction (though some material relevant to secondary elementary education is also included). Contributors address what collaborative learning is, how is it implemented, how toassess it, and where it is used. Each section of the sourcebook containsan annotated bibliography, as well as a general bibliography containing the references cited in the articles reprinted in that section. Articles and their authors are as follows: "What Is Collaborative Learning?" (Barbara Leigh Smith, Jean T. MacGregor); "Collaborative Learning and the 'Conversation of -
Transactional Learning Project (“TLP”)
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Anglia Ruskin Research Online Willing suspension of disbelief: a study in online learning through simulation, and its potential for deeper learning in Higher Education. This article describes the replacement of a “traditionally taught” law of probate course (lectures and workshops/tutorials) with an on-line collaborative learning exercise using simulation and role-play which is referred to hereafter as the Transactional Learning Project (“TLP”). The article considers the theory that the emotional engagement that comes about through role play in simulation leads to deeper learning, a process Maharg (2010) has dubbed as the “integration of the cognitive and the affective”. The article includes statistical analysis of student feedback on the TLP in an attempt to measure how easy it is to carry students predisposed to expect information to be “given” rather than “acquired” along the journey leading away from traditional didactic teaching. The project was motivated partly by the dearth of such learning practices on the Legal Practice Course. It is suggested that the findings of the project add to the body of research1 which tends to illustrate the success in terms of student learning from working in leaderless (ie where the Tutor is absent from the collaborative group) groups engaged in practical tasks involving simulation. Literature Review The paper looks into three discrete pedagogical issues, raised by the TLP: (i) collaborative learning; (ii) online learning; and (iii) learning through simulation. Collaborative learning: In educational settings small group problem solving exercises among students are frequently used to facilitate learning; this is referred to as collaborative learning, i.e. -
Tim Rogers WHAT RHYMES with CARS and GIRLS at BRISBANE POWERHOUSE
What’s On Guide October '17 Arts Reviews PROFILE Tim Rogers WHAT RHYMES WITH CARS AND GIRLS AT BRISBANE POWERHOUSE What's Best in Brisbane! SUBSCRIBE TODAY! PROFILE WHAT RHYMES WITH CARS AND GIRLS FEATURING YOU AM I FRONTMAN TIM ROGERS Music Aviva Tim Rogers’ iconic solo album What Rhymes Tim Rogers With Cars and Girls comes to life in this feel-good “I thought I might just do something with musical love story. Performed with a live band led by a little less volume.” Rogers, this intimate musical jewel sees two lovers Tim Rogers made his name as the frontman of rock brought together by the stars and a pizza delivery band You Am I. After a relentless touring schedule, gone weird. It’s a raw and complex urban romance Rogers and his band members needed a break – – a balm for the hardest of hearts and solace for so he moved to a windowless flat in Melbourne, anyone who has ever been in love. found kinship among country and folk singers, and Melbourne Theatre Company debuted What discovered a different style of music. Little did he Rhymes With Cars and Girls in 2015–16, years after know it at the time, but this was to be a pivotal the album was released. Rogers wrote the album moment in his career. Shortly after in 1999, he – his first solo effort – from a windowless flat in released his first solo album, What Rhymes With Melbourne and its nuances struck a nerve. Playwright Cars and Girls, which has gone on to become an Aidan Fennessy has threaded these beautiful songs iconic piece of Australia’s musical landscape. -
Red Lee Powell, Waleed Ovase, Jaysen O’Dell R
Start Wearing Purple written as a Novel-in-a-Day START WEARING PURPLE Originally published: 2017 Copyright © 2017 Various Authors Patrick Edmonds, Mark Rothwell, Elizabeth Mead Kaide Li, Michael Bywater, Eric Christiansen Sam Pynes, B. Morris Allen, Mathieu Nicolas Adela Torres, Keith Blount, Owen Garner Aiden Dunfield, Sue Cowling, LG Red Lee Powell, Waleed Ovase, Jaysen O’Dell R. Dale Guthrie, Heather Lovelace-Gilpin Story by: Tim Rogers The moral rights of the authors have been asserted. All characters and events in this publication are fictitious and any resemblance to real persons, living or dead, is purely coincidental, and more than just a little bit scary. This work is licensed under a Creative Commons Attribution - NonCommercial - NoDerivs 3.0 Unported License. You are free to share (to copy, distribute and transmit the work) under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Noncommercial — You may not use this work for commercial purposes. No Derivative Works — You may not alter, transform, or build upon this work. For more details, visit: http://creativecommons.org/licenses/by-nc-nd/3.0/ Original cover photograph by Tim Rogers www.novelinaday.com In Memoriam I was incredibly saddened to learn recently that our good friend Montrée Whiles passed away earlier this year, after her car was struck by a drunk driver. Montrée was one of the most enthusiastic members of the NiaD family, and her passion (and chasing) certainly helped keep the event running this long! The more I’ve learnt over the past few weeks about this remarkable woman, the more and more respect I have for her. -
Exploring Student Engagement and Collaborative Learning in a Community-Based Module in Fine Art
Irish Journal of Academic Practice Volume 2 Issue 1 Article 1 2013-5 Exploring Student Engagement and Collaborative Learning in a Community-Based Module in Fine Art John McGarrigle Institute of Technology, Carlow, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/ijap Recommended Citation McGarrigle, John (2013) "Exploring Student Engagement and Collaborative Learning in a Community- Based Module in Fine Art," Irish Journal of Academic Practice: Vol. 2: Iss. 1, Article 1. doi:10.21427/D7ZQ6D Available at: https://arrow.tudublin.ie/ijap/vol2/iss1/1 Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. McGarrigle: Exploring student engagment Exploring Student Engagement and Collaborative Learning in a Community-based Module in Fine Art John McGarrigle Humanities Department, IT Carlow Abstract This article is based on masters research1 into student and civic engagement using a case study of an innovative Community Based Module in a Fine Art degree course (McGarrigle, 2009). 2 (Flyvbjerg, 2006) notes that contrary to some common misunderstandings around case study research, it is possible to use individual case study to test theory particularly in relation to falsification. The research presented here is based on student’s repsonses to Coates’ (2007) quantitative study of student engagement and attempts to test his engagement typology which identifies the terms passive, intense, independent or collaborative to apply to students’ approaches to online and general campus learning. In a participatory action research framework, low agreement was found between students (n=13) and lecturers (n=3) in assigning these terms to student postings to online discussion fora. -
“Vygotsky S Neglected Legacy”: Cultural-Historical Activity Theory
Manuscript accepted for publication in Review of Educational Research “Vygotskys Neglected Legacy”: Cultural-Historical Activity Theory Wolff-Michael Roth1, Yew-Jin Lee2 1University of Victoria, 2National Institute of Education, Singapore All correspondence concerning this paper should be addressed to Wolff-Michael Roth, Lansdowne Professor, Applied Cognitive Science, MacLaurin Building A548, University of Victoria, Victoria, BC, Canada V8W 3N4. E-mail: [email protected]. Tel: 1-250-721-7885 FAX: 1-250-721-7767 Running Head: Cultural-historical activity theory Cultural-historical activity theory 2 “Vygotskys Neglected Legacy”: Cultural-Historical Activity Theory ABSTRACT: We describe an evolving theoretical framework that has been called one of the best-kept secrets of academia: cultural-historical activity theory (CHAT) is the result of proposals Lev Vygotsky first articulated, but which his students and followers substantially developed to constitute much expanded forms in its second and third generation. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, we demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that has plagued both educational theorizing and practice. Cultural-historical activity theory 3 Introduction More than seven decades ago, the Russian psychologist Lev S. Vygotsky noted that (educational) psychology was in a state of crisis because of the “atomistic and functional modes of analysis . [that] treated psychic processes in isolation” (Vygotsky, 1986, p. 1). Specifically, he pointed out that the separation of intellect and affect “as subjects of study [was] a major weakness of traditional psychology, since it [made] the thought process appear as an autonomous flow of ‘thoughts thinking themselves,’ segregated from the fullness of life, from the personal need and interests, the inclinations and impulses of the thinker” (p. -
2015 Annual Report
2015 Annual Report Town of Northfield Massachusetts Year ending December 31, 2015 View from South Mountain Road Annual Report Town of Northfield For the Year Ending December 31, 2015 69 Main St. Northfield, MA 01360 www.northfieldma.gov P: 413.498.2901 F: 413.498.5103 Federal & State Officials President of the United States Barack H. Obama (D) The White House 1600 Pennsylvania Ave. Washington, DC 20500 202.456.1111 United States Senators Elizabeth A. Warren (D) Edward J. Markey (D) 2 Russell Courtyard 218 Russell Senate Office Bldg. Washington, DC 20510 Washington, DC 02510 202.224.4543 202.224.2742 Representative in Congress James P. McGovern (D) 94 Pleasant St. Northampton, MA 01060 413.341.8700 Massachusetts State Legislation Governor Charlie Baker (R) Office of the Governor Washington, DC Room 280 Springfield Office Boston, MA 02133 Office of the Governor Western MA Office Phone: 617.725.4005 444 N. Capitol Street, Suite 208 State Office Building 888.870.7770 (in state) Washington, D.C. 20001 436 Dwight Street, Ste 300 Fax: 617.727.9725 Phone: 202.624.7713 Springfield, MA 01103 TTY: 617.727.3666 Fax: 202.624.7714 Phone: 413.784.1200 Lieutenant Governor Karyn Polito (R) State Senator State Representative Stanley C. Rosenberg (D) General Court State House Rm 320 Paul W. Mark (D) Boston, MA 02133 State House Rm 473F 617.722.1532 Boston, MA 02133 617.722.2210 Attorney General Maura T. Healey 1350 Main Street, Fourth Floor Springfield, MA 01103-1629 Phone: 413. 784.1240 Fax: 413.784.1244 General Administration Public Safety Public Works Community Services Town Administrator Police Chief Superintendent of Streets Senior Center Director Brian S. -
Music Business and the Experience Economy the Australasian Case Music Business and the Experience Economy
Peter Tschmuck Philip L. Pearce Steven Campbell Editors Music Business and the Experience Economy The Australasian Case Music Business and the Experience Economy . Peter Tschmuck • Philip L. Pearce • Steven Campbell Editors Music Business and the Experience Economy The Australasian Case Editors Peter Tschmuck Philip L. Pearce Institute for Cultural Management and School of Business Cultural Studies James Cook University Townsville University of Music and Townsville, Queensland Performing Arts Vienna Australia Vienna, Austria Steven Campbell School of Creative Arts James Cook University Townsville Townsville, Queensland Australia ISBN 978-3-642-27897-6 ISBN 978-3-642-27898-3 (eBook) DOI 10.1007/978-3-642-27898-3 Springer Heidelberg New York Dordrecht London Library of Congress Control Number: 2013936544 # Springer-Verlag Berlin Heidelberg 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. -
The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model
JOURNAL OF DISTANCE EDUCATION REVUE DE L’ÉDUCATION À DISTANCE 2008 VOL. 22, No. 3, 41-62 The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model Bruno Poellhuber, Martine Chomienne, and Thierry Karsenti Abstract In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasi- experimental design for the evaluation of the effects of peer interaction. The objective of the study was to understand the impact of peer interaction and collaborative learning on student self-efficacy beliefs and persistence in a distance education context. The level of peer contacts remained very low. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities group showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that some of them evaluated peer interaction positively. Résumé Pour tenter d’améliorer les taux de persévérance dans les cours à distance, le Cegep@distance a mis en place différentes formes de collaboration (activités d’interaction entre pairs et d’apprentissage collaboratif) dans certains cours. Une méthodologie mixte a été utilisée pour comprendre les effets de ces interventions, se fiant notamment à un design quasi-expérimental pour évaluer les effets des interactions entre pairs. -
Integrating Collaborative Learning in Classrooms Across Europe
ISSUE N°4 - DECEMBER 2018 INTEGRATING COLLABORATIVE LEARNING IN CLASSROOMS ACROSS EUROPE Collaborative learning is currently receiving considerable attention in research and teacher communities. What do policy-makers need to know about it? Co-operative group work, appropriately organised and structured, impacts positively not only on students’ learning outcomes but also behavioural and affective outcomes and neuroscience studies confirm that learning takes place through social interaction, according to the OECD’s Nature of Learning guide for practitioners (2012). Well-organised collaborative learning puts students at the One of European Schoolnet’s centre of learning, constructing key aims is to broker educational knowledge themselves and with research findings and other evidence to our key stakeholders: others. This group dynamic can ministries of education, schools, make learning more engaging teachers, and industry partners. The and give students a sense of European Schoolnet Perspectives control over their learning. series is one way through which we achieve this. One of the principal benefits Two issues are published annually. of collaborative learning is its Each issue aims to: potential to develop students’ ● Summarize research evidence transversal skills: social from key studies on innovation in skills, problem solving, self- education; effectiveness, responsibility, ● Translate this evidence into the capacity for reflection and concrete ideas for policy action; initiative, and learning to adapt ● Conclude with the implications of to new problems and contexts. the evidence for using technology Acquiring such skills prepares young people for future social and employment situations. in teaching and learning. All issues can be accessed online: The OECD has recognised that these skills are becoming important and in 2017 published its www.europeanschoolnet.org/ first country ranking for collaborative problem solving based on the 2015 PISA results.