Looking for a fun and engaging way for your students to work on collaboration and using the engineering design process? STEM Challenge: Marshmallow Tower is for you! Simple and cheap materials and little prep required.

This art history video discussion looks at Basilica of Santa Maria Maggiore, Rome, 5th century A.D.

This resource, created by June Tang, is designed to help S4 to S6 students at state secondary schools in southeast Scotland who are interested in studying visual creative subjects like art, design, or architecture. It offers accessible, low-cost, and easy-to-use materials while fostering a deeper understanding of history and strengthening their sense of national identity.

Perspectives of International Educators on its Curriculum and Implementation Potential

Short Description:
This book is based on a study on the perspectives of international educators at five respective universities in five countries. The aim of the study is to establish the readiness of instructors to implement seamless learning as part of their curriculum. A clarification about the challenges and successes is compiled through this study and will be useful for policy makers in their respective environments.

Long Description:
This book is based on a study on the perspectives of international educators at five respective universities in five countries. The aim of the study is to establish the readiness of educators to implement seamless learning as part of their curriculum. A clarification about the challenges and successes is compiled through this study and will be useful for policy makers in their respective environments.

The target audience of this book on seamless learning includes educators, curriculum developers, decision makers and policy developers in higher education that are interested in the implementation of seamless learning in their environment. The study can be repeated to establish the readiness of a university by following the examples in this book. For assistance in similar studies the Global research team of the International Association for Mobile Learning can be contacted.

DOWNLOAD FORMATS

Word Count: 46381

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Comparisons from International Educators on Changes During a Global Pandemic

Short Description:
The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification for the identified concepts within the SLED model and as a demonstration of improving quality education in learning environments where technology is ample and available as well as in learning environments with minimal technology resources. The book provides rich information that will support educators, instructional designers, and management alike to improve their approach toward the continuous changes in the education landscape.

Long Description:
The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification for the identified concepts within the SLED model and as a demonstration of improving quality education in learning environments where technology is ample and available as well as in learning environments with minimal technology resources. The book provides rich information that will support educators, instructional designers, and management alike to improve their approach toward the continuous changes in the education landscape.

The target audience of this book on seamless learning includes educators, curriculum developers, decision makers and policy developers in higher education that are interested in the implementation of seamless learning in their environment. The study can be repeated to establish the readiness of a university by following the examples in this book. For assistance in similar studies the Global research team of the International Association for Mobile Learning can be contacted.

DOWNLOAD FORMATS

Word Count: 65480

ISBN: 978-1-9993825-6-8

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

On Your OwnComponents: Instructions on how to learn from video, video, and reading.
Preparation:"The proposed reasons for engaging students in discussion include a range of goals such as supporting students in developing a deeper understanding of science content, participating in scientific practices such as argumentation, and changeing their views of science...Learning how to talk science requires thay students are taught how to put together workable science sentences and paragraphs, how to combine terms and meanings, how to speak, argue, analyze or write sentences." - Conducting Talk in Secondary Science Classrooms (no need to read article, but it is linked)Please take a minute to read over this short document to get the most out of the video below.As you watch the video below, please look for how the teacher works with students who may be struggling to get or stay engaged. What can you relate to from this segment? How do you move students beyond one word responses? This is one video is a multi-part series utlizing the secondary-focused Ambitious Science Teaching Tools found here. Although it runs for over 16 minutes, it ends at about 14:30.2Link to surveyLink back to main Module #2 Task #1

This class is a general study of modern architecture as a response to important technological, cultural, environmental, aesthetic, and theoretical challenges after the European Enlightenment. It focuses on the theoretical, historiographic, and design approaches to architectural problems encountered in the age of industrial and post-industrial expansion across the globe, with specific attention to the dominance of European modernism in setting the agenda for the discourse of a global modernity at large. It explores modern architectural history through thematic exposition rather than as a simple chronological succession of ideas.

Long Description:
This online book explores multisensory principles for engaged product design, ultimately improving user experiences and emotional responses to product interactions. Each chapter presents a step-by-step discussion of design principles for sensory themes that build toward the final multisensory design chapter. These applied principles integrate traditional iterative approaches to product form and colour and include recent research into multisensory design; they are compatible with current design frameworks.

Our primary audience is industrial design (ID) students and professionals, as well as those in related design disciplines. We have compiled this information as a straightforward resource for novices – both novice designers and design researchers. As a result, illustrations, interactive examples, and evaluations that complement academic learning and design practice are integrated into each chapter and are valuable as teaching and learning tools.

This Creative Commons textbook is a free and shareable tool.

Keywords: multisensory design; art and design; user experience

Word Count: 67270

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This course explores photography as a disciplined way of seeing, as a research method, and as a medium of inquiry and of expressing ideas. Readings, observations, and photographs form the basis of discussions on landscape, light, significant detail, place, narrative, and how photography can inform research, design, and planning, among other issues. The class is highly recommended for students who want to employ visual methods in their thesis or dissertation.

This course explores photography as a disciplined way of seeing or investigating urban landscapes, and expressing ideas. Readings, observations, and photographs form the basis of discussions on light, detail, place, poetics, narrative, and how photography can inform design and planning.
The current version of the class website for the course can be found here: Sensing Place: Photography as Inquiry.

In this space planning module we are going to explore taking our open learning environments to the next step beyond technology, to a richer higher level of mindfulness.  It is a step away from the ledge that is catapulting students into robotic mindlessness and a lack of cognitive control.  In our eagerness to connect students with technology we forget the human side of learning.  Our brains function with either a perception-action, bottom-up learning cycle or a more advanced top-down goal, attention setting process. “The perception-action cycle is fed by sensory inputs from the environment—sights, sounds, smells, and tactile sensations, whose signals enter the brain via an expansive web or specialized nerves.” (21 Gazzaley) There has always been a role for our senses to play not only in learning but in survival.  Enriching the sensory environment should be a goal in space design. But our ability to control the perception-action cycle or pause it is critical.  “During this pause, highly evolved neural processes that underlie our goal-setting abilities come into play, the executive functions.  These abilities of evaluation, decision making, organization, and planning disrupt the automaticity of the cycle and influence both perception and actions via associations, reflections, expectations and emotional weighting.  This synthesis is the true pinnacle of the human mind, the creation of high level goals.” (23 Gazzaley)  Creating a space for students to use all their sensory perceptions should be filled with energy.  They are the spaces we have been designing in recent course modules.  Now we should ask does that environment also encourage a pause; allow the individual to focus, be mindful of themselves, and learn cognitive control?We will start by looking at the scope of information and environmental overload,” the clutter”,  we have dropped learners into in our schools.  When technology came into libraries very little was taken out.  As technology has expanded expeditiously, libraries hesitate to remove aging equipment or under used print resources allowing the environment to become dense, difficult to navigate, simply cluttered.   Excessive clutter impends cognitive control and our ability to focus on finishing a goal. Before you can see the potential of a new library space we have to de-clutter, remove what is not contributing to student learning every day, and open the space to possibilities.  The environment can be a partner in learning, but first obsolete elements, not contributing to K-12 learners, need to be removed. In Adam Gazzaley and Larry Rosen’s research driven book, The Distracted Mind, they explore neutral processing and how easily young minds become addicted to distractions, especially when using digital devices while rapidly scanning through text, graphics, images and auditory sounds.  …three out of four K-12 teachers asserted that student use of entertainment media (including communication tools such as social media) has hurt students’ attention spans a lot or somewhat, 87 percent of teachers reported that the use of technologies is creating “an easily distracted generation with short attention spans” and 64 percent felt that “digital media do more to distract students than to help them academically”. (145, Gazzaley, Rosen)  The question now becomes: Have we introduced technology too pervasively without understanding its neurological side effects to developing minds?   Are our learning environments become a noisy distraction and if so how do we create more balance? We will look at design elements that can be added into the environment to shift attention back to sensory awareness and reflection. The inclusion of sensory design elements, like nature can add richness and focus to learning.  Contemporary learning environments should support active, collaborative learning but also invite quiet, reflection.  A “whole person” is coming into our schools and our learning spaces need to support that “wholeness.”  The next evolution of educational space planning, specially libraries, should focus on linking the physical, neurological and emotional well being of the learner.  We have designed educational spaces for pedagogy, for efficiency, for all the traditional educational tools and for all the new digital tools.  Now it is time to focus on the whole user and our need to encourage innovative thinkers through matching innovative environments.  Ellen J. Langer”s argues that “behavior depends on context.”  If we want students to be creative,  innovative thinkers we should pay more attention to the “context” through which they are learning.  This includes the tools and the pedagogy of their learning but also the environment.   We will explore Langer's concept of “sideways learning” which includes openness to novelty, alertness to distinction, sensitivity to different contexts, implicit, if not explicit, awareness of multiple perspectives and orientation in the present.  Being mindful of the present, moving beyond the comfortable categories of our past and what those two concepts mean for space planning.  

This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the engineering design process, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects.

This one day lesson (45-minute class period) is designed as a checkpoint to make sure students understand how to use the sewing machine safely. Students will independently work through a worksheet that has them describe the steps to set-up a sewing machine, describe sewing notions, explain their skill level on a sewing machine, practice sewing on paper, and sew a straight line and pivot on fabric. As the students are working, the teacher will walk around, monitor progress, and ask questions. The day will conclude with a class discussion and the teacher picking up  the applications. The following day, after the worksheets are graded, the teacher will award the Sewing Machine Licenses.  This lesson is used right before the students begin their main sewing project as one last check to make sure the students know the necessary information to complete their projects.

Nowadays manual things are in less use so most of the area is used remotely, so window treatment by the help of shades or blinds is mostly used for privacy. Here privacy means at night no other person outside the room can disturb inside one’s and in early morning block out the sunlight. Most people don’t like to have sunlight on their faces early in the morning. The shade is considered as the most basic window covering from others which is available in different styles and colors in our store. We have huge varieties of shades that you will surely love to install in your home.

Our expertise in the window treatment business can give an idea with their many years of experience so you can select the perfect custom shades for your home or office which match perfectly to your style and match to your budget. Our classic shades can your house/office into a beautiful place. Many people think that shades and blinds are the same things. So here we tell the basic difference between them so our clients don’t make mistake. Cord or lifting mechanism is used in Window shades which are of solid lengths of fabric that pull up and down. Blinds are rigid window coverings with slats that rotate open or closed to let in light.

Students are introduced to the concepts of graywater and water reuse within households. They calculate the amount of used water a family generates in one day and use a model of home plumbing to find out how much graywater is produced in homes every day. They graph their results and discuss energy efficiency implications. Students are then challenged to find ways to reduce water use within the home.

Students learn about how engineers design and build shake tables to test the ability of buildings to withstand the various types of seismic waves generated by earthquakes. Just like engineers, students design and build shake tables to test their own model buildings made of toothpicks and mini marshmallows. Once students are satisfied with the performance of their buildings, they put them through a one-minute simulated earthquake challenge.

Throughout this 5-day project (45-minute class periods), the students will apply their knowledge of the elements and principles of design to create a shoebox room. This works well as either a unit project over the elements and principles of design for high school or an Interior Design unit project for middle school.  Each student will bring in a shoebox and recycled materials. The student will receive five days to create a cohesive room. At the beginning of the five days, the student will receive the Shoebox Room Instructions & Grading Rubric, which should guide their designs.   This lesson is a designed to be a summative assessment over the Elements and Principles of Design in an Interior Design unit. For a refresher on this knowledge, review the following two links: Elements of Design - https://oercommons.org/courseware/lesson/105052Principles of Design - https://oercommons.org/courseware/lesson/105123

Students learn about the major factors that comprise the design and construction cost of a modern bridge. Before a bridge design is completed, engineers provide overall cost estimates for construction of the bridge. Students learn about the components that go into estimating the total cost, including expenses for site investigation, design, materials, equipment, labor and construction oversight, as well as the trade-off between a design and its cost.

This course is a client-based land analysis and site planning project. The primary focus of the course changes from year to year. This year the focus is on Japan’s New Towns.
Students will review land inventory, analysis, and planning of sites and the infrastructure systems that serve them. They will also examine spatial organization of uses, parcelization, design of roadways, grading, utility systems, stormwater runoff, parking, traffic and off-site impacts, as well as landscaping. Lectures will cover analytical techniques and examples of good site-planning practice. Requirements include a series of assignments and a client-based project.

This course explores photography as a disciplined way of seeing, of investigating landscapes and expressing ideas. Readings, observations, and photographs form the basis of discussions on landscape, light, significant detail, place, poetics, narrative, and how photography can inform design and planning, among other issues.