"Wild Ideas" looks deep into the forests, skies and oceans to explore how animals solve problems. Whether it's weaving a safe place to rest and reflect, blowing a fine net of bubbles to trap fish, or leaping boldly into a new situation, the animals featured (including the orangutan, humpback whale and gibbon) can teach us a lot about creative problem solving tools and strategies. This book uses lyrical text grounded in current science alongside wonderfully detailed art to present problems as doorways to creative thinking. "Wild Ideas" encourages an inquiry-based approach to learning, inviting readers to indulge their sense of wonder and curiosity by observing the natural world, engaging with big ideas and asking questions
Monica Reinhart is a good girl. A hometown girl. After college, she returned to Brogan’s Point to help run the family business, an oceanfront inn. She’s never had a wild idea in her life. When Ty Cronin sails into town, his wildness intrigues her. When the jukebox plays “Wild Ideas,” that wildness infects her, and soon she finds herself doing things she never would have imagined. But Ty could be big trouble. She hardly knows him. She mustn’t trust him. Yet once she’s taken a walk on the wild side with him, how can she go back to being a good hometown girl?
Imagine a workplace where employees don't complain about problems but instead work together in idea-generating clubs to present positive solutions. The Wild Idea Club will help you get there there, by providing managers with an easy, step-by-step approach that harnesses the collective genius of their people to drive innovation, improve efficiency, and increase morale. In tough times like thesewith managers facing increasing pressure to get more done with fewer people and less moneyencouraging employees to work together to tackle tough issues on their own is not a luxury, but a survival tool.
The term e-Learning is a neologism for CSCL systems that came about during the emergence of website e-learning modules. From an e-learning perspective, conventional e-learning systems were then based on instructional packets, which were delivered to students using assignments. Assignments were evaluated by the instructor. In contrast, the new e-learning places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life. This phenomenon has also been referred to as Long Tail Learning . E-learning by contrast to e-learning systems not based on CSCL, assumes that knowledge (as meaning and understanding) is socially constructed. Learning takes place through conversations about content and grounded interaction about problems and actions. Advocates of social learning claim that one of the best ways to learn something is to teach it to others. However, it should be noted that many early online courses, such as those developed by Murray Turoff and Starr Roxanne Hiltz in the 1970s and 80s at the New Jersey Institute of Technology, courses at the University of Guelph in Canada, the British Open University, and the online distance courses at the University of British Columbia (where Web CT, now incorporated into Blackboard Inc. was first developed), have always made heavy use of online discussion between students. Also, from the start, practitioners such as Harasim in 1995, have put heavy emphasis on the use of learning networks for knowledge construction, long before the term e-learning, let alone CSCL, was even considered. There is also an increased use of virtual classrooms (online presentations delivered live) as an online learning platform and classroom for a diverse set of education providers such as Minnesota State Colleges and Universities and Sachem, MN, School District. In addition to virtual classroom environments, social networks have become an important part of e-learning. Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education. Mobile Assisted Language Learning (MALL) is a term used to describe using handheld computers or cell phones to assist in language learning. Some feel, however, that schools have not caught up with the social networking trends. Few traditional educators promote social networking unless they are communicating with their own colleagues. DLR Associates consulting group first became interested in e-learning modules at the annual Distance Learning Conference held at the University of Maine. I decided to offer e-learning services, since we were already evolved with computer-assisted education techniques. DLR Associates had been involved with CAE since computers were first used in engineering education. It was our hope a trend could be started towards blended learning services, where computer-based activities were integrated with practical or classroom-based situations. Dan Ryan Professor Emeritus Clemson University
Annotation Great technology alone is rarely sufficient today to ensure a products success. At Microsoft, scenario-focused engineering is a customer-centric, iterative approach used to design and deliver the deeper experiences and emotional engagement customers demand in new products. In this book, youll discover the proven practices and lessons learned from real-world implementations of this approach, including:Why design matters: Understand a competitive landscape where customers are no longer satisfied by products that are merely useful, but respond instead to products they crave using. What it means to be customer focused: Recognize that you are not the customer, understand customers can have difficulty articulating what they want, and apply techniques that uncover their unspoken needs. How to iterate effectively: Implement a development system that is flexible enough to respond to early and continuous feedback, and enables experimentation with multiple ideas and feedback loops simultaneously. How to bridge the culture gap: In an engineering environment traditionally rooted in strong analytics, the ideas and practices for scenario-focused engineering may not be intuitive. Learn how to change team mindset from deciding what a product, service, or device will do, to discovering what customers actually want and what will work for them in real-life scenarios. Connections with Lean and Agile approaches: See the connections, gaps, and overlaps among the Lean, Agile, and Scenario-Focused Engineering methodologies, and achieve a more holistic view of software development.
Lights! Camera! Action and the brain: The Use of Film in Education is about an innovative pedagogy whereby performing arts and digital production play a key role in teaching and learning. The book combines theory and practice; as such, it lays solid neurological foundations for film and media literacy, and provides several relevant practical applications from worldwide scholars. The book contains thirteen chapters three of which address a number of theoretical issues related to the camera and the brain while the remaining ten are practical illustrations of the extent to which film and video are used as pedagogical tools. In the book preface, Nikos Theodosakis, author of ‘The Director in the Classroom’, writes that the book contributors ‘have built a wonderful bridge for us to travel over’. In fact, the book chapters transcend age restrictions to include diverse age groups, children and young adults. The topics range from learning language and philosophy to learning about one’s self, one’s environment, and one’s cultural identity. Much more importantly, the book addresses the needs of regular and special needs learners. Arts in general, and films in particular, are shown to display salient and dynamic roles in appealing to a wide variety of regular and special needs learners. In short, the book is highly beneficial to educators and to education managers; it ‘will have the power to change teaching and the way the curriculum is perceived’ for several generations to come.
This is most decidedly not just another book about generational differences, nor is it yet another "how to coach" book. Coaching Up and Down the Generations looks at the key processes of transferring knowledge, developing teams, and collaborating, and examines how different age groups can better learn from one another and even experience major breakthroughs that will improve their progress—despite disparate backgrounds. You'll find a thorough examination of key issues in inter-generational coaching situations, including what constitutes great coaching, at any age; a complete overview of each generation and how they view life, technology, work, communication, and behavior; how to handle clashing communication styles and preferences; the importance of "coachability" in yourself and others regardless of different habits, opinions, and work styles; and how to cultivate a coaching environment where the different generations can have provocative conversations and truly help one another. With this book as your guide, you can show the generations how to find common points of interest, needs, and goals. You'll find ingenious tips for creating formal and informal coaching situations, developing opportunities to build relationships, and helping people of all ages to become catalytic coaches and engaged performers.
