This is late and I read everything awhile ago. But the LOGO reading really resonated with me because I was a LOGO kid. Actually those are some of my first and most vivid memories of school. When I think about it now it is really ancient technology but back then it was the coolest thing ever to make this turtle wonder around on the screen using DOS commands. It just makes me laugh how right he was in his article about technology. Sorry no insight there I just had to share my enjoyment of memory lane.

Hi everyone! I've been teaching middle school math for the last 7 years, in Charlotte NC, and Brooklyn, NY.  I come from an extremely successful college prep public charter school. It was extreme formal education with a rigorous curriculum and demerit system. I am Joi learner to the core. I personally love to create, innovate and explore. I learned how to be a more effective educator (according to state exams)  by learning how to be more linear, but found myself looking back at faces of miserable students, and thus making me miserable in my job. It's so nice to see this amazing community of learners. 

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The Scratch program is a blast...here's my project.

Hello All! Each year I plan a project for my older kids where they are composers, musicologists, etc. Next year I want to do a project where the students explore and research the history of music technology and develop the technology that has been and is currently being used to listen to music. This may sound pathetic but...I only found resources that taught about and how to build and record in the phonograph format. I would like to take it further and have them learn, create/build their own recording devices beyond that such as tape, cd, and/or digital formats. Do any of you have ideas? I thought this would be the best place to ask! Thanks!

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In 2007 I created an online concept for young dropouts. The idéa was to reach out to children who lost faith in adults and in themselves as learners. We gave them a computer and we set up communication channels through chat software and a dynamic online platform.

Many of thees young people did not physically let us in to their homes so communication started through computers. During two months the only aim was to get to know as much about thees ung people as we could. Not in a schoolperspective. We talked about life, their situation, what they really liked, what kind of music they listened to. What ever they wanted to talk about we were there as adult listeners. They were in many ways trubbled children, but we tried to focus on the good things in their lives. 
We tried to get to know them in aim to figur out how we as adults could help them to be the best they can be.
They were teaching us just as much as we were teaching them.
We focused on their interests and motivation. If they played online games, we played with them. If they learned korean, they helped us to learn korean. If they wanted to communicate with their Idol in some other country we supported them to do so. 

But what we did as-well was to connect all the writing and recording and all the knowledge that thees kids showed us during out chatting, to the national curriculum. What we did then was to show them that even when you are engaging in your passion you are truly a learner even according to the formal  requirements. No one of thees kids wanted to fail in school.
During three years we gained trust and relationship with 26 young students. Its was mainly about approach and how you as a pedagog interpret the curriculum and how you look at learning. What happened to thees young people was that they gained self-trust and a beliefe in themselves as learners. 13 of them went back to school and are now successful in the system. The other half had the opportunity to be encouraged to believe in themselves and their ability as learners in the future.
Here is an intervju with me and Aron Solomon from Canada when he was wisiting Sweden... 
www.oneeighty.se

I can not be reached on the mailadress I mention in the end of the film. 
This is my adress now :)

Interview with Åsa Sundelin, Director of project One Eighty

Gears of my Childhood

This last week Ive really been trying to remember something worth sharing about things that I was preoccupied with as a child. But all this week my mind has been blank, even thought I tried real hard. 
I grew up in the northern part of Sweden. We didn't lack anything materialistically so there were always toys and other things around to play with. 
When I think of my childhood what do come up in my head are mainly people and situations Ive been in.
I remember that I loved listening to stories and I still know all the words from the record ”The Jungle book”, Rudyard Kiplings, and I know the lyrics from many of the songs I listened to in my childhood so I guess my main focus was not on the things.  
I haven't forgotten them, don't get me wrong, they are all in my head. I do remember the meccano, barbies, lego, puzzles and so on but I cannot remember that they were of any importance to me. 
 
As Im writing this I realise thats its no different from now. I don't care much about any physical item. I care for what they can do for me, help me get closer to people, communicate with others and find information that I need and so on. When I myself talk to educators about ICT I always talk about the tools(computers, ipads, iphones whatever technological tools there are) as facilitators, as crafts for supporting my and their needs. So I guess I´m still all about socialising,  building networks, getting the technic to work for my needs and not the other way around.
 
Don't get me wrong I do like my camera and my computer and my phone. But If I had no one to call, no one to write to and communicate with or no one to photograph, well then I probably wouldn't need them. 

/ Åsa Sundelin

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I always say that, for me, the biggest crime of the educational systems as they are configured today is transforming learning in something boring that you HAVE to do in order to get something else, extrinsic to learning itself (like a degree or a good job). 

But this characteristic isn't an accident (see http://youtu.be/zDZFcDGpL4U). Schools were supposed to bring up individuals desireble to an industrial context, which means teaching how to obbey, do tasks at specific time frames, not question and, of course, doing everything for an extrinsic motivation (nobody tightens bolts in a factory line for pleasure, but for money). 

So I really liked these readings in the begining of this course because it makes us feel deeply that schools need change in order to be up to date with our current society. And I also like the concepts they point out because I really feel they are at the basis of this much needed change, like learning for intrinsic motivations, the merging of the lives outside and inside schools, young people protagonism and experimenting (as in "messing around").

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Hello! I am Tatiana, from Rio de Janeiro, Brazil.

I'm originally a graphic designer but now I work in a design thinking and innovation consultancy and as a teacher for the Arts & Design undergraduate course at PUC-Rio University.

Last year I finished my masters (also in design) in which i studied about design and k-12 education, more specifcally about the concept of problem solving (which is important to both fields)*;

As one of the results of that study and of my passion for this theme, I am now also acting as a representative for the "Design for Change" project in Rio**. We did 3 pilots last year and soon I'll have the videos to show up for the kids work. 

I hope to learn a lot from this online experience and that our group have a lot of fun working together and exchanging ideas! :)

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* if anyone wants to know a little more about my research i have a three page article in english that summarizes the first chapter (just look for my name in the PDF): http://www.blucher.com.br/downloads/download_arquivo.asp?Arquivo=ICDHS2012.pdf

** for those who don't know it, this is Design for Change: http://www.ted.com/talks/kiran_bir_sethi_teaches_kids_to_take_charge.html  
and http://www.dfcworld.com/

Hi I've introduced myself on the "Introduce Yourself" post. I was hoping to join your group as mine is a little lacking. Here are some of my thoughts on traditional versus interest based education. Hope you have some thoughts about it!!

My first thought about interest based learning versus conventional learning is this...Being a good teacher you have to create the interest for students through a balance of traditional education and interest based setting. For example, I teach ranch kids and music and art. That subject matter is not exactly up their alley of interest. I had to find a connection for them to buy into and guide them to find where these areas fit into their life and why it's important. Because I am an arts teacher I am not required to give my students a government mandated test; this allows me the opportunity to expand my teaching, focus on the CONCEPT, and create experiences other than through book learning (knock on wood). Unfortunately many teachers do not have that opportunity due to lack of time or resources (more below on that).

John Dewey was years ahead of his thinking. He saw education as a stagnant organism that had not evolved from the time of Plato and Aristotle. "The notion that knowledge is derived from a higher source than is practical activity, and possesses a higher and more spiritual worth, has a long history." (Dewey, 1916). Government agencies see "being creative" as a practical activity and something that cannot be tested and therefore not quantifiable. If you cannot test it and input results on a piece of paper it's not worthy of the school day. Teachers are put into a "rock and a hard place". Many teachers will lose their job if their students do not score high enough on the state test. So what do they do? Many of them have no other choice but to teach to the test...there is no time to do anything else or teach another way...MEMORIZE, MEMORIZE, MEMORIZE. 

As an educator I see a need for a fine balance. There is a place for paper and pencil learning, as Joi stated at the end of his keynote speech...he teaches his diving class in a classroom setting and then they apply the concepts to a real life activity. If he dumped them in the water and said figure it out a few might make it but many more would not (that would be Darwinism at it's finest). If teachers were allotted the time and freedom they would be able to teach the concept and peak interest through a lab or real life scenario. How would that type of education change our world? A large amount of people that could think outside of the box...how awesome!!!!

Hi my name is Rochelle Wagner. My community is not very interactive and you folks look like you're very communicative. I teach art, music, and PE at 5 rural schools outside of Douglas, Wyoming. I am very excited about this course and the ideas that are shared. Would you mind if I joined?
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