All Discussions Tagged 'art' - Classroom 2.02024-03-29T12:33:55Zhttps://www.classroom20.com/forum/topic/listForTag?tag=art&feed=yes&xn_auth=noPresidential Library Distance Learning Resourcetag:www.classroom20.com,2015-02-23:649749:Topic:10558022015-02-23T20:29:31.451ZAaron Neil Ackermanhttps://www.classroom20.com/profile/AaronNeilAckerman
<p>Hey all,</p>
<p>The George H.W. Bush Presidential Library, as a non-profit, frequently hosts distance learning events for classrooms across the world. We are looking for classes who want to attend virtually and perhaps participate.</p>
<p>An upcoming event in April features the exciting stories and adventures of Peter Rabbit told by “Miss Teresa” Mauer, a talented storyteller affiliated with The Beatrix Potter Society. The stories are about Peter Rabbit and his adventures with his famous…</p>
<p>Hey all,</p>
<p>The George H.W. Bush Presidential Library, as a non-profit, frequently hosts distance learning events for classrooms across the world. We are looking for classes who want to attend virtually and perhaps participate.</p>
<p>An upcoming event in April features the exciting stories and adventures of Peter Rabbit told by “Miss Teresa” Mauer, a talented storyteller affiliated with The Beatrix Potter Society. The stories are about Peter Rabbit and his adventures with his famous cousin, Benjamin Bunny. An added treat will be a story about Mr. Jeremy Fisher. Peter Rabbit will be on-stage, too!</p>
<p>To complete your free registration for the Peter Rabbit program please go to <a href="http://www.connect2texas.net/Connect2Texas_pages/event_search.asp" target="_blank">http://www.connect2texas.net/Connect2Texas_pages/event_search.asp</a> </p>
<p> </p>
<p>Click on "Calendar of Programs and Register" at the top left of the screen. In the "Provider" section select George Bush Presidential Library and Museum. Click Find Programs, then scroll down to find your desired program. Afterwards, follow the directions and choose 1 of 3 registration options. </p>
<p> </p>
<p>1. The video conference- Allows you to ask questions directly to the speaker but requires Zoom software, which can be sent to you free of charge. </p>
<p> </p>
<p>2. The live stream- Watch the program live, without interaction with the speaker. </p>
<p> </p>
<p>3. The recording- Watch the program at the time convenient for your schedule.</p>
<p> </p>
<p>In the "number of students/participants" block, please put a total number of participants you anticipate to share this exciting program with in the future. </p>
<p> </p>
<p>Please contact Aaron Ackerman at <a href="mailto:aaron.ackerman@nara.gov" target="_blank">aaron.ackerman@nara.gov</a> with your questions. </p>
<p> </p>
<p>All the best, </p>
<p>Aaron Ackerman</p>
<p>Distance Learning Intern</p>
<p>George H.W. Bush Presidential Library and Museum</p> How do you use Technology with Art?tag:www.classroom20.com,2014-04-30:649749:Topic:10102972014-04-30T15:47:37.800ZCarolina Kaufmanhttps://www.classroom20.com/profile/CarolinaKaufman
<p>The Art Institute of Chicago recently had its first ever Google Hangouts on Air with a focus on Art, Technology and Education. Anyone use both art and technology in the classroom, please share and you are welcome to view the GH with special Guest Educators and people in the field. </p>
<p></p>
<p><iframe width="560" height="315" src="//www.youtube.com/embed/gEVg2eI34nI?wmode=opaque" frameborder="0"></iframe>
</p>
<p>The Art Institute of Chicago recently had its first ever Google Hangouts on Air with a focus on Art, Technology and Education. Anyone use both art and technology in the classroom, please share and you are welcome to view the GH with special Guest Educators and people in the field. </p>
<p></p>
<p><iframe width="560" height="315" src="//www.youtube.com/embed/gEVg2eI34nI?wmode=opaque" frameborder="0"></iframe>
</p> Social media to enhance understanding of art & design industrytag:www.classroom20.com,2014-04-21:649749:Topic:10084682014-04-21T11:12:41.878ZJessica Longmorehttps://www.classroom20.com/profile/JessicaLongmore
I am about to start a project with my BTEC Level 2 art & Design (16/17 year olds) students on careers in the Art & Design industry. Due to the relatively low attention span of this group of learners I want to use technology the are familiar with to try and increase engagement and understanding. Can anyone recommend a social media platform that would be suitable to use? I'm looking for something with a balance between safeguarding issues and valuable vocational insight - all comments…
I am about to start a project with my BTEC Level 2 art & Design (16/17 year olds) students on careers in the Art & Design industry. Due to the relatively low attention span of this group of learners I want to use technology the are familiar with to try and increase engagement and understanding. Can anyone recommend a social media platform that would be suitable to use? I'm looking for something with a balance between safeguarding issues and valuable vocational insight - all comments gratefully received! Education and Aestheticstag:www.classroom20.com,2013-10-07:649749:Topic:9726532013-10-07T19:18:13.034ZMichael Skyerhttps://www.classroom20.com/profile/MichaelSkyer
<p>In such diverse fields as pragmatism, poststructuralism, and socioculturalism, and in the writing of scholars as divergent as John Dewey and Michel Foucualt, the notion of aesthetics principles applied to education have been explored. Aesthetics, generally defined is the process of sensory perception or the appreciation of beauty, form and function. Given that education is (if nothing else) a process of sensory perception and application, it seems reasonable to assume that principles…</p>
<p>In such diverse fields as pragmatism, poststructuralism, and socioculturalism, and in the writing of scholars as divergent as John Dewey and Michel Foucualt, the notion of aesthetics principles applied to education have been explored. Aesthetics, generally defined is the process of sensory perception or the appreciation of beauty, form and function. Given that education is (if nothing else) a process of sensory perception and application, it seems reasonable to assume that principles governing aesthetics could be used within classrooms for varying purposes.</p>
<p></p>
<p>This is a new discussion forum that seeks to address the <span class="font-size-3">question of how aesthetics <span class="font-size-2">(infographics, images, graphics, design, art, </span></span><span style="font-size: 16px;" class="font-size-2">for example</span><span class="font-size-3"><span class="font-size-2">)</span> contribute to educational processes</span>, within classrooms specifically and pedagogy more generally.</p>
<p></p>
<p>Cherryholmes writes, "Aesthetic values are unstable because they are dispersed and deferred. We continually interpret and criticize them. In education, control is desired sometimes, understanding sometimes, and emancipation from oppressive social relations at yet other times. But, disaster is courted if one fixates upon a single and rigidly defined set of consequences and aesthetic values. The world surely changes whether our visions of beauty change or not. Pragmatist researchers, administrators and teachers are artists and critics as they craft and subsequently criticize outcomes. Indeed pragmatism is a term of art where artistic conceptions and experiments remain moving targets. If one is interested in consequences, how could it be otherwise? (1999, p. 32)." </p>
<p></p>
<p>As a way to generate some dialogue, I am beginning this thread with a question, in hopes that others contribute and we can begin to theorize and understand how these visual modalities can effect classroom learning. </p>
<p></p>
<p>Question: can art or design (aesthetics) factor into education? If so, how? </p>
<p></p>
<p>***</p>
<p></p>
<p>Cherryholmes, C.H. (1999). <i>Reading Pragmatism.</i> (pp. 10-83). New York: teachers College Press. </p> MoMA Learning!tag:www.classroom20.com,2012-11-29:649749:Topic:8950032012-11-29T22:03:31.002ZLisa Mazzolahttps://www.classroom20.com/profile/LisaMazzola
<p>Dear Colleagues,</p>
<p></p>
<p>We are pleased to share a great new tool for teachers, students and lifelong learners. Check it out and let us know your thoughts via the feedback section or on our FB page.</p>
<p></p>
<p><a href="http://www.moma.org/momalearning" target="_blank">MoMA Learning!</a></p>
<p></p>
<p></p>
<p>Dear Colleagues,</p>
<p></p>
<p>We are pleased to share a great new tool for teachers, students and lifelong learners. Check it out and let us know your thoughts via the feedback section or on our FB page.</p>
<p></p>
<p><a href="http://www.moma.org/momalearning" target="_blank">MoMA Learning!</a></p>
<p></p>
<p></p> Save the Redwoods League Art Contest for Kids!tag:www.classroom20.com,2012-09-11:649749:Topic:8734902012-09-11T16:20:54.004ZSave The Redwoods Leaguehttps://www.classroom20.com/profile/SaveTheRedwoodsLeague
<p>Help Save the Redwoods League protect the magnificent redwoods - encourage the K-12 students in your life to enter our <strong>free redwoods art contest</strong> starting on September 10, 2012!<br></br> <br></br> K--12 students across the nation are invited to create a work of art that features them <strong>playing, learning or exploring</strong> in the redwoods. Their art will help Save the Redwoods League raise awareness of redwood forests. Students can draw, paint or sketch their way toward a…</p>
<p>Help Save the Redwoods League protect the magnificent redwoods - encourage the K-12 students in your life to enter our <strong>free redwoods art contest</strong> starting on September 10, 2012!<br/> <br/> K--12 students across the nation are invited to create a work of art that features them <strong>playing, learning or exploring</strong> in the redwoods. Their art will help Save the Redwoods League raise awareness of redwood forests. Students can draw, paint or sketch their way toward a chance to win fun and fabulous redwoods prizes while learning about the tallest and some of the oldest and largest living beings on Earth. The League's <strong>Find Me in the Redwoods</strong> art contest is a simple way to encourage America's students to have fun, connect with nature and help protect one of our country's natural wonders.<br/> <br/> Contestants compete in the following three grade categories: K-3, 4-8 and 9-12. Winners will be announced via email and on the League's website. Winning artwork will be announced November 15, 2012, and will be showcased in League publications or featured on our website. All entries will be mailed to Ken Salazar, Secretary of the U.S. Department of Interior. <br/> <br/> <strong>Teachers also win.</strong> Educators associated with the first-place winners will win fabulous redwood prizes. The hope is to inspire teachers to educate students about the wonders of the redwood forests.<br/> <br/> No fee is required to enter the contest. Entry forms are available in <strong>English and Spanish</strong>. To download an entry form and learn more please visit <a rel="nofollow" href="http://education.savetheredwoods.org/kit/art-contest.php">http://education.savetheredwoods.org/kit/art-contest.php</a>. Or email us and we'll mail you enough entry forms for your class!<br/> <br/> All entries must be postmarked no later than <strong>October 19, 2012</strong>. Send them to Save the Redwoods League, c/o Art Contest, 114 Sansome St., Suite 1200, San Francisco, CA 94104.<br/> <br/> Questions? Contact the Director of Outreach at Outreach@SaveTheRedwoods.org or (415) 362-2352.</p> 3D Printing! What would you Do?tag:www.classroom20.com,2012-08-03:649749:Topic:8574062012-08-03T19:06:03.225ZCarolina Kaufmanhttps://www.classroom20.com/profile/CarolinaKaufman
<p>Making Your Own 3D Collection:<br></br> <a href="http://blog.artic.edu/blog/2012/07/31/making-your-own-3d-collection/">http://blog.artic.edu/blog/2012/07/31/making-your-own-3d-collection/</a></p>
<p>The Art Institute of Chicago museum recently worked with artists to host a 3D printing Fab lab for a day with a Maker-bot. In came a summer camp group of 8-9 year olds... and the discoveries were revelatory:</p>
<p>Creative, inventive, experiencing art and art collections together with the ideas to…</p>
<p>Making Your Own 3D Collection:<br/> <a href="http://blog.artic.edu/blog/2012/07/31/making-your-own-3d-collection/">http://blog.artic.edu/blog/2012/07/31/making-your-own-3d-collection/</a></p>
<p>The Art Institute of Chicago museum recently worked with artists to host a 3D printing Fab lab for a day with a Maker-bot. In came a summer camp group of 8-9 year olds... and the discoveries were revelatory:</p>
<p>Creative, inventive, experiencing art and art collections together with the ideas to personally fabricate, remix and make something tangible with room for creativity, reinvention, and collaboration..... Sounds like 21st century skills abound.</p>
<p>As educators, if you had a 3D printer in your school or classroom, what do you imagine could happen? If you already have one, what uses exist?? Please share here or on the blog link.</p> Designing Art Exhibitions in an Educational Virtual Worldtag:www.classroom20.com,2012-04-01:649749:Topic:8231502012-04-01T14:06:28.486ZJulian Crookshttps://www.classroom20.com/profile/JulianCrooks
<p><strong>Your Name and Title: </strong></p>
<p>June Julian, Ed.D. Graduate Faculty, and Julian Crooks, MA 2011</p>
<p>Art + Design Education, The University of the Arts </p>
<p> </p>
<p><strong>School, Library, or Organization Name:</strong></p>
<p>The University of the Arts, Philadelphia. PA</p>
<p> </p>
<p>Co-Presenter Name(s):</p>
<p> </p>
<p><strong>Area of the World from Which You Will Present:</strong> </p>
<p>Philadelphia, PA</p>
<p> </p>
<p><strong>Language in Which You Will…</strong></p>
<p><strong>Your Name and Title: </strong></p>
<p>June Julian, Ed.D. Graduate Faculty, and Julian Crooks, MA 2011</p>
<p>Art + Design Education, The University of the Arts </p>
<p> </p>
<p><strong>School, Library, or Organization Name:</strong></p>
<p>The University of the Arts, Philadelphia. PA</p>
<p> </p>
<p>Co-Presenter Name(s):</p>
<p> </p>
<p><strong>Area of the World from Which You Will Present:</strong> </p>
<p>Philadelphia, PA</p>
<p> </p>
<p><strong>Language in Which You Will Present:</strong></p>
<p>English</p>
<p> </p>
<p><strong>Target Audience(s):</strong></p>
<p>Art Educators, Secondary or Higher Education</p>
<p> </p>
<p><strong>Short Session Description (one line</strong>):</p>
<p>The Cerulean Gallery: A virtual art gallery and educational center in Second Life that explores the ways in which virtual worlds can address Net Generation learning preferences.</p>
<p> </p>
<p><strong>Full Session Description (as long as you would like):</strong></p>
<p>Imagine a layering of art exhibition experiences with each successive layer gaining technological power, and partially revealing characteristics of the one below. As the thesis advisor for Julian Glynn Crooks, a recent graduate in the Educational Media concentration in the Department of Art + Design at the University of the Arts in Philadelphia, a process of accretion of visual worlds in a three part palimpsest relationship is surprisingly observed in her research project. Although every successive experiential pass seemed to overlay the level beneath, each one contributes synergistically and unmistakably to the whole.</p>
<p> </p>
<p>Having adopted the Levels of Discourse in Aesthetic Inquiry as an appropriate visual model to aid in understanding this phenomenon, it became readily apparent that the primary source, the first layer of reference, can only be the studio art experience itself. (Ecker & Kailin,19XX) Here students imagine, design, and manipulate media to develop a creative product.</p>
<p> </p>
<p>Next, the art exhibition naturally evolves as the second layer in the stack, overlaying the studio work with its own realities and functioning as its phenomenological critique. Even if hung in an Internet gallery, the work has traditional gallery presence with the viewers’ gaze directed from outside of the exhibition space. Ultimately, the art works become a player in a new composition, the exhibition design experience itself.</p>
<p> </p>
<p>Yet, as the preceding studio and exhibition experiences are overwritten with the possibility of increasing technological advances, the process gains strength. As sub strata, still solidly in place, the preceding levels shine through and form the foundation for the next third layer, student exhibitions in virtual worlds. Functioning as a meta critique of earlier practice, those exhibits hosted in educational virtual worlds are informed and energized by their two part foundation below.</p>
<p> </p>
<p>Julian Glynn Crooks’ research project provides important data on how designing exhibitions in the virtual world of Second Life can effectively address student driven learning and Net generation Learning Preferences. (Crooks, 2011)</p>
<p> </p>
<p>Central to this effort, the Cerulean Gallery in the Educational Media Center in Second Life continues to provide an excellent showcase for designing art exhibitions in an educational virtual world. By examining the multiple features of the Cerulean Gallery and by viewing several exemplar exhibits by students, artists, and museums hosted there, the characteristics of this most recent virtual layer of the visual model become more evident. </p>
<p> </p>
<p>Those exhibits themselves function as case studies which examine the effectiveness of the Educational Media Center in Second Life as an alternative venue for exhibition and aesthetic discourse in virtual worlds and to address the learning preferences of Net Generation learners and the needs of artists and curators for accessible exhibition space.</p>
<p> </p>
<p>Located on a beautiful virtual tropical beach, The Educational Media Center features multiple modalities for teaching, learning and exhibiting art work. Four major exhibits held at the Center in the past two years: <i>Places of the Heart</i>, an intergenerational theme show, <i>Wish You Were Here</i>, a collaboration with Taigh Chearsabhagh Museum and Art Center in the Western Isles, UK, <i>The Anime Show</i>, a high school art club in Philadelphia, and the most recent exhibit, <i>The Photographs of Lady Clementina Howarden</i> on loan from the Victoria and Albert Museum.</p>
<p> </p>
<p>A List of Works and Press Releases are available in the virtual space for visitors to pick up and read at their leisure. There is a large flat screen TV in the gallery that documents the opening receptions and the adjacent Power Point screen has been used for group critiques of the shows. In extending the traditional idea of exhibition venues, other available resources in the Cerulean Gallery include a lending library with downloadable professional literature, a computer station, indoor and seaside conference facilities, a building platform, a playable piano, snack bar and swimming pool.</p>
<p> </p>
<p>The Net Generation is the cohort born between the years 1984 and 2004. Digital technologies have significantly influenced this group, shaping many of their behaviors, attitudes and learning preferences. From a review of contemporary literature on the topic, six areas have been identified in which the Net Generation is distinct with respect to the following learning preferences: Social Connectivity, Identity Play, Participatory Creativity, Attention Issues, Visual Preference, and Inductive Approach. As part of the digital qualitative research design, these six areas have been embedded as observation benchmarks in three exhibitions in the Cerulean Gallery. (Crooks, 2011</p>
<p> </p>
<p>Ed Media Center</p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/1798931851?profile=original" target="_self"><img width="750" src="http://storage.ning.com/topology/rest/1.0/file/get/1798931851?profile=RESIZE_1024x1024" width="750" class="align-full"/></a></p>
<p></p>
<p> </p>
<p>The Educational Media Center in Second Life serves several purposes in addition to providing an exhibition space and virtual meeting area. It also provides the opportunity for pre-service art educators in the Art + Design Department explore the potential of virtual worlds for their own educational projects. Additionally, it provides a professional development resource for art educators interested in using the Second Life platform to enhance the learning experience of their own Net Generation students. (Crooks, 2011)</p>
<p></p>
<p>Cerulean Gallery</p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/1798931979?profile=original" target="_self"><img width="750" src="http://storage.ning.com/topology/rest/1.0/file/get/1798931979?profile=RESIZE_1024x1024" width="750" class="align-full"/></a></p>
<p></p>
<p></p>
<p> </p>
<p>In contrast to 2-D Web exhibitions, the Cerulean Gallery creates a sense of presence as well as offering opportunities to display art, to share aesthetic experience, to collaborate with others, and to connect over geographic distance. Additionally, the art works are scaled to their actual size, both in proportion to other pieces and to the figures of the avatar visitors. The textures of the pieces are photorealistic, allowing the viewers to see the work as it appears in real life when they zoom in. Each piece is labeled with information about the artist and the work. Viewers can virtually move through the gallery, pick up an artist statement, stop and look at pieces, sit upon gallery furniture and discuss the works In this virtual space, they can share the work with others who, though geographically distant, appear to occupy the same virtual room, looking at the same art, at the same time. (Crooks, 2011)</p>
<p> </p>
<p><i>Wish You Were Here</i> was the first exhibit to be held in the Cerulean Gallery. It grew out of a physical visit to the Taigh Chearsabhagh Museum and Art Center in North Uist, Western Isles, UK. Demonstrating all three levels of the palimpsest model, the collaboration involved actual student art done by Scottish students and by graduate Art + Design Education students at the University of the Arts.</p>
<p> </p>
<p>The project’s next iterative layer was an Internet exhibit of the digitized images, which also included text comments generated over time from both student groups. In an interesting backwards twist, actual digital prints from the Internet show were exhibited in the President’s gallery at the University of the Arts.</p>
<p> </p>
<p>For the third stage, the <i>Wish You Were Here</i> exhibit was hung in the Cerulean Gallery in Second Life for several months duration, where it was visited by numerous student groups, as well as by art and design education faculty from various universities. Audience response did testify to the power of the original actual art work to communicate diverse and sensitive senses of place even through the 3-D Web interface of Second Life.</p>
<p> </p>
<p>As the first show in the Cerulean Gallery, there were indeed technical skills to learn and hurdles to overcome. For example, each piece needed to be properly scaled. In the case of the University President’s show, the physical constraints of the actual exhibition space dictated that the original size of each piece be modified in the digital print. Some of the pieces were very large, some quite small, but the reproductions were all the same size in that show. In the virtual world these limitations were absent. It was possible to assure that each piece could be the same size, relative to an avatar, as its original would be to a person. It seemed important to maintain this integrity for a true experience of co-presence. Interactive signs were created that, when touched, would deliver a press release about the show and a list of works. (Crooks, 2011)</p>
<p> </p>
<p>As a meta critque of <i>Wish You Were Here</i>, the second exhibit, <i>Places of the Heart,</i> overwrote both the physical and Blog iterations of that initial event, as it was exclusively designed to be held in the virtual space of the Cerulean Gallery. A call for participation was posted on the International Art Education Association (InAEA) website and instructions were given on how to email the images and how to meet the qualifications of the exhibit’s theme. As a point of departure for their creative process, artists were directed to view Gerhard Richter’s altered postcard paintings of place. International participation included both students and faculty in Art + Design Education.</p>
<p> </p>
<p>Parallel to the purely virtual exhibition design intention of <i>Places of the Heart</i>, the next exhibit in the Cerulean Gallery was <i>The Anime Club</i> by students at Kensington Culinary Art High School in Philadelphia. Their art teacher, another MA candidate in the Art + Design Education Department at the University of the Arts, scanned the actual student work for the show from their first layer of studio involvement in the project, into their second level of exhibition experience.</p>
<p> </p>
<p>The pieces were delivered on a CD and then individually altered to adapt to the Cerulean Gallery. To maximize their graphic impact, they were enlarged and the lines were darkened in Photoshop to make them more visible in the virtual world. According to their art teacher, the experience had a very positive effect on the participants’ self esteem. The students reported back on questionnaires that seeing their work in the virtual gallery made them feel like real artists. The research findings from each student exhibition event supported one or more of the learning preference benchmarks of Net Generation students: Social Connectivity, Identity Play, Participatory Creativity, Attention Level, Visual Preference or Inductive Approach. (Crooks, 2011)</p>
<p> </p>
<p>The current exhibit at the time of this writin<i>g, The Photographs of Lady Clementina Howarden</i> is on loan from the Victoria and Albert Museum. Adding another layer of exhibition design to the initial one in the actual museum galleries in London, the idea for this virtual exhibit came from a face to face meeting at the 2011 Museums and the Web international conference in Philadelphia. The images were emailed and manipulated to fit the gallery walls, maintaining the apparent proportions of the original 19<sup>th</sup> century prints. The virtual show provides opportunities to view the work, to download information about the artist, and an interface that links the viewer to the museum’s website. (Is that enough or should there be something about the class visit from the University of Arizona?)</p>
<p> </p>
<p>All four of the exhibits to date, are electronically archived in both machinima and digital image formats in the Educational Media Center Library in Second Life, and on the Cerulean Gallery website.</p>
<p> </p>
<p>While these four virtual exhibition exemplars provide insights into designing virtual exhibitions in an educational virtual world, the adventures of the Cerulean Gallery directors, Jules McWinnie aka Julian Crooks, and Junie Mirabella aka June Julian, have just begun. You are cordially invited to add your own layer of meaning to our gallery history. Information of how to propose a show can be found on the Cerulean Gallery website. <a href="http://www.ceruleangallery.org">http://www.ceruleangallery.org</a>.</p>
<p> </p>
<p> </p>
<p><strong>Websites / URLs Associated with Your Session:</strong></p>
<p> <a href="http://www.ceruleangallery.org">http://www.ceruleangallery.org</a></p>
<p><a href="http://www.secondlife.com" target="_blank">http://www.secondlife.com</a></p>
<p> </p> Skype is the limit? Edmodo says no!!!tag:www.classroom20.com,2012-03-13:649749:Topic:8163902012-03-13T21:44:06.744ZChryssanthe Sotiriouhttps://www.classroom20.com/profile/ChryssantheSotiriou
<p><strong>Your Name and Title</strong>: CHRYSSANTHE SOTIRIOU</p>
<p>HIGH SCHOOL EFL COORDINATOR</p>
<p> </p>
<p><strong>School, Library, or Organization Name</strong>: DOUKAS SCHOOL</p>
<p> </p>
<p>Co-Presenter Name(s):</p>
<p> </p>
<p><strong>Area of the World from Which You Will Present</strong>: ATHENS,GREECE</p>
<p> </p>
<p><strong>Language in Which You Will Present</strong>: ENGLISH</p>
<p> </p>
<p><strong>Target Audience(s)</strong>: TEACHERS OF ENGLISH</p>
<p> </p>
<p><strong>Short…</strong></p>
<p><strong>Your Name and Title</strong>: CHRYSSANTHE SOTIRIOU</p>
<p>HIGH SCHOOL EFL COORDINATOR</p>
<p> </p>
<p><strong>School, Library, or Organization Name</strong>: DOUKAS SCHOOL</p>
<p> </p>
<p>Co-Presenter Name(s):</p>
<p> </p>
<p><strong>Area of the World from Which You Will Present</strong>: ATHENS,GREECE</p>
<p> </p>
<p><strong>Language in Which You Will Present</strong>: ENGLISH</p>
<p> </p>
<p><strong>Target Audience(s)</strong>: TEACHERS OF ENGLISH</p>
<p> </p>
<p><strong>Short Session Description (one line)</strong>: THE USE OS SKYPE IN THE CLASSROOM ,ASSESSED VIA EDMODO</p>
<p> </p>
<p><strong>Full Session Description (as long as you would like)</strong>:</p>
<p></p>
<p>The joy of acquiring a powerful tool for learning can often lead to abuse before reaching maturity (exploitation) This can be avoided with the use of new techniques such as webquests where students divided into teams follow a certain pattern of research in order to produce the final product which might be in written form or an oral presentation</p>
<p>An example will be given where students were asked to create the best possible space city. Info was googled within in the classroom since all students have their personal tablet in class.(Our school has introduced the 1:1 process in primary and high school since 2009).Each group posted in <strong>Edmodo</strong> their initial work and proposal and I commented on it sending useful feedback and links.</p>
<p>Questions raised by the students were answered by the space expert Dr Alexander Martynov via Skype and the whole project was posted and assessed by the students themselves on the educational platform Edmodo, <a href="http://www.edmodo.com/">www.edmodo.com</a> where I have started a discussion at first and then posted a poll.This is only an example ,variouw projects can also be posted in the plattform and students get really excited by sharing thoughts and ideas with their friends via an interactive way.</p>
<p>The level of student motivation in this project was also indicated by the fact that the students took the initiative to contact Dr Martynov <strong>themselves</strong>. All info was found on a simple internet site.</p>
<p></p>
<p> </p>
<p><strong>Websites / URLs Associated with Your Session</strong>:</p>
<p><a href="http://www.doukas.gr">www.doukas.gr</a></p>
<p></p>
<p><a href="http://www.schoolofthefuture.gr">www.schoolofthefuture.gr</a></p>
<p><a href="http://www.edmodo.com">www.edmodo.com</a></p>
<p></p>
<p></p> Poietic Generator : a project of a "massively multiplayer & extremely serious-game"tag:www.classroom20.com,2011-03-01:649749:Topic:6074032011-03-01T12:09:03.662ZFlorence Meichelhttps://www.classroom20.com/profile/florencemeichel
<p>Hi everybody</p>
<p>I'm the creator of the french network apprendre2.0 on NING which is a learning network with now more than 2200 members ! <a href="http://apprendre2point0.ning.com/" target="_blank">http://apprendre2point0.ning.com/</a></p>
<p>I'm starting this discussion on classroom2.0 in order to focuse your attention on the Generator Poietic Project...This ambitious project needs your help !</p>
<p> </p>
<p>What is the Poietic Generator about…</p>
<p>Hi everybody</p>
<p>I'm the creator of the french network apprendre2.0 on NING which is a learning network with now more than 2200 members ! <a href="http://apprendre2point0.ning.com/" target="_blank">http://apprendre2point0.ning.com/</a></p>
<p>I'm starting this discussion on classroom2.0 in order to focuse your attention on the Generator Poietic Project...This ambitious project needs your help !</p>
<p> </p>
<p>What is the Poietic Generator about ?</p>
<p> </p>
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<p>Behind the strange name of “Poietic Generator” (PG), there is a collective and very rich social experience for children from 7 to 77 years old. The Poietic Generator simply offers to many participants to draw in real time on the same picture. But not anyhow : the PG minimum rules allows gradually the auto-organisation of a global drawing with tens or 100 hundreds participants, as already shown in earlier experiments... since 1986 (Yes you have really well read : 1986, the GP idea is an "old" one! Precisely, it’s a pioneering creation of the "Net Art", <em><a href="http://wiki.km2.net/PDF/TechnologyReview0308.pdf" target="_blank">cf. this article from the technology review, MIT, 03 2008.</a></em><br/> <br/> In some few months, we will maybe see thousands of people creating on the same image... which could be projected in June, somewhere in Paris, in NY ...or in a school and a classroom ! :-)</p>
<p> </p>
<p><em>You can test the GP’s current version <a href="http://perspective-numerique.net/wakka.php?wiki=GenerateurPoietique">here</a></em></p>
<p><br/> As a action-research, the PG is a kind of model of "social networks" that we all practise more and more on Facebook, Twitter for example... but it’s different because, firstly it has no commercial goal, and secondly because, as a meta-game, it makes visible how "social networks" are running! That’s why the GP is the basis of a long-life action-research, which is, in the same time, an artistic and a scientific experience.</p>
<p> </p>
<p><em>You can preview that point <a href="http://perspective-numerique.net/PDF/RecherchePerspectivesAnoptiques.pdf" target="_self">here</a></em></p>
<p><br/> <span style="color: #0000ff;" class="font-size-4">What can you do for the Poietic Generator ? You can help the developpers team <a href="http://www.kisskissbankbank.com/projects/generateur-poietique/blog/poietic-generator-english" target="_blank">here</a></span> <br/> <br/> Thank you for your attention and for your help ! :-)</p>