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10 Jan 09

THE WORLD QUESTION CENTER 2009 — Page 2

  • There are many scary things about today's world. But one that is truly thrilling is that the means of spreading both knowledge and inspiration have never been greater. Five years ago, an amazing teacher or professor with the ability to truly catalyze the lives of his or her students could realistically hope to impact maybe 100 people each year. Today that same teacher can have their words spread on video to millions of eager students. There are already numerous examples of powerful talks that have spread virally to massive Internet audiences.
  • Driving this unexpected phenomenon is the fact that the physical cost of distributing a recorded talk or lecture anywhere in the world via the internet has fallen effectively to zero. This has happened with breathtaking speed and its implications are not yet widely understood. But it is surely capable of transforming global education.
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29 Jun 08

Science Musings Blog - Three years on the porch

  • It would appear we are a community of mostly like-minded people, who respect the scientific way of knowing, and exalt in the beauty and mystery of the world. We love questions more than answers, and distrust dogma wherever we find it, including, of course, in science.
07 Aug 07

Trying to “enthral” students all day long : thinking 2.0

  • Distinguishing between entralling and engaging learners in the classroom.
     - forestfortrees on 2007-08-07

    • We can measure our success by:


      • the number of questions students ask and strive to answer in their products
      • the amount of higher level thinking reflected in the products they make together
      • the choices have to learn, express, create and share their ideas
02 Aug 07

Have Fun • Do Good: Top Five Things to Ask When Your Nonprofit Wants to Start a Community

  • 1. Why do you want an online community?
  • 2. What can you do for your supporters?
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14 Jul 07

Relevance and learning by doing : thinking 2.0

  • The dearth of “learning by doing” in school is frustrating because we know there is more to learning than the abstracted, stimulus-response type activities that predominate. One of the problems with this approach to teaching is that students disengage from the process as they see it as meaningless and arbitrary. Learning by experience, in contrast, is characterised by personal involvement with, and confrontation of, practical, social, personal or research problems. Learning by experience means that students participate in the learning process, have input into the direction and where “self-evaluation is the principal method of assessing progress or success”. The question is how do we make this happen within the confines of what we are mandated to teach?
  • “I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.”
14 Jun 07

Science Musings by Chet Raymo

  • We should try to love the questions themselves, like locked rooms and like books that are written in a very foreign tongue."
10 Jun 06

The identification of 100 ecological questions of high policy relevance in the UK (Full Text)

  • The objective of the exercise reported in this paper was to identify 100 research questions to which policy makers wanted answers.
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