This learning resource is a product of our involvement in the GoPro …
This learning resource is a product of our involvement in the GoPro Learning Challenge. As part of our Community Garden series, it develops learner knowledge and skills in the following areas: deepened understanding of the tomato plant/fruit, it's dietary/cultural significance, preparation of soil/roots for planting, proper positioning of tomato plants for optimal growth, and protection of young plants in a home garden. Learners will be asked to engage with the resource and demonstrate their acquisition of knowledge/skill by presenting acquired knowledge and demonstrating proficiency in the various components of proper planting.
My submission for the ISKME GoPro Learning Challenge: Draw, build and walk …
My submission for the ISKME GoPro Learning Challenge: Draw, build and walk a labyrinth documenting the process in video and photography! Use the experience and images for self-reflection and to inspire others.. .
This year my students, along with students across the country, have participated …
This year my students, along with students across the country, have participated in the KQED DoNow project. This weekly activity encourages students to use social media to engage with and respond to current events, art, and pop culture by learning about them through a multi-media weekly blog, and tweeting their responses in an open discussion. Through this project, my students have reported feeling more informed and involved in current events--they feel that their voices are heard on a national level, and several of them have been featured on the DoNow “weekly roundup” as representatives of the voice of youth in our country.
Now, what if we took this momentum, and added an additional component--one that helps students see that these national issues are at play in their own lives, in their own local communities?
This resource introduces the DoNow project in conjunction with the GoPro challenge. …
This resource introduces the DoNow project in conjunction with the GoPro challenge. It explains how to implement this curriculum into a language arts classroom (virtual, bricks and mortar, or blended), with an overview, detailed plan, assignments and rubrics, and other resources.
This resource provides lesson plans aligned to CC Standards for language arts that can be adapted to a wide range of LA levels, from middle to high school.
GoPro Challenge submission: In an extension of the Illinois Pathways Initiative, Williamsfield …
GoPro Challenge submission: In an extension of the Illinois Pathways Initiative, Williamsfield Schools recently formed a partnership with the government of Liberia to collaboratively produce “international agricultural curriculum units”. A delegation from Illinois (accompanied by Williamsfield Schools faculty member Mr. Kent Rigg) is currently wrapping up a logistical site visit to Liberia in preparation for program launch. Equipment secured through The Global Agriculture & Cultural Appreciation Project, as well as the utilization of Open Author & OERCommons, will give students and staff in rural Illinois and Africa access to the best tools in the industry to collaboratively curate and openly share quality learning resources.
With this submission, students would use the underwater/waterproof capabilities of the camera …
With this submission, students would use the underwater/waterproof capabilities of the camera to conduct studies and observations of the scientific properties and reactions of water.
This is a submission template intended to be used by participants in …
This is a submission template intended to be used by participants in the GoPro Challenge to copy, remix, upload and insert media, write, describe, license, publish and submit by March 15, 2014. More information available here: http://www.oercommons.org/iskme-gopro-learning-challenge
I’ve been doing a lot of thinking about how I could incorporate …
I’ve been doing a lot of thinking about how I could incorporate video into my own learning processes, and wondered, if I were to participate in the ISKME GoPro Learning Challenge, what would I want to create? I looked back to the very first time I really started using video in my daily life, and, surprise surprise, it was to create a teaching tool for myself.
I’m a dancer, and for years I’d practiced dancing in my bedroom, sometimes in front of a mirror. But I’d never recorded myself dancing. Once I did, I realized it could have a tremendous impact on my skill level as a dancer. Especially when preparing for a performance, the videos enabled me to see my weaknesses and memorize choreography more readily.
My great idea is to use GoPro to record myself and my fellow students as we learn new choreography, and to share those videos with each other and with our teacher so we can track and measure our progress, and receive personalized feedback.
This submission is about learning from our environment through the eyes of …
This submission is about learning from our environment through the eyes of dogs. learning what is in our woods when we are not there. Learning about what we find. Discovering what is in the wilderness for those who are unable to get out there and see it first hand.
This is a submission template intended to be used by participants in …
This is a submission template intended to be used by participants in the GoPro Challenge to copy, remix, upload and insert media, write, describe, license, publish and submit by March 15, 2014. More information available here: http://www.oercommons.org/iskme-gopro-learning-challenge
STE(A)M Truck is a mobile makerspace that inspires youth to tackle real …
STE(A)M Truck is a mobile makerspace that inspires youth to tackle real problems with the support of community experts. We teach youth Science, Technology, Engineering, Arts and Math (STEAM) by bringing tools, equipment and mentors directly to kids and allow youth to have fun while making things with their hands. STE(A)M Truck will have everything from 3D printers, laser cutters to saws and hammers.
At ELC we will 1) introduce students to the array of maker tools, technologies and materials; 2) teach students a design thinking problem solving process; and 3) support students to design their solutions and, with the support of community experts, build them.
Some past examples include; building a computer using e-waste, carving a wooden spoon, making your own jams and jellies, building your own design thinking toolbox or creating your own toys and games. Who knows what problems kids will want to tackle this summer.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
