Reimagining Learning

Re-imagining the Where, When, and How of Educational Practice

Monday, February 03, 2014 Comment students using multi touch screen on wall

“Well, I guess in all honesty I would have to say that I never knew nor did I ever hear of anybody that money didn’t change.” (Cormac McCarthy, No Country For Old Men) Last month, I was at Bett, the annual educational technology and training show. It was a feast for the senses: I saw higher-pixel displays that supposedly ‘improve learning,’ multi-touch screens to ‘transform educational experiences,’ and (of course!) tablet devices were presented as a panacea for, well, everything. The irony was that the venue was simultaneously hosting the EAG Amusement and Leisure Show. If

Lessons From Sweden

Thursday, June 24, 2010 Comment HUM lab light banner

This month I had the pleasure to spend time in Sweden, hosted by Patrik Svensson, Director of the HUMlab at Umea University in northern Sweden, and then with Göran Blomqvist, CEO of Riksbankens Jubileumsfond as well as Arne Jarrick, a prominent historian as well as the Secretary General for the Humanities and Social Sciences at the Swedish Research Council.  It was a fascinating trip but it was especially exciting to talk with these leaders in the world of academe and philanthropy about digital media and learning.  Most interesting to the DMLcentral community were discussions about the

Reanimating education: ideas, questions, inspirations

Friday, May 28, 2010 Comment empty rundown classroom

Editor’s note: We asked student blogger Chris Sinclair to examine all the discourse, content, and conversation in and around the recent TEDxNYED event on education reform, curate it, and comment on it from a student’s perspective. If I had to identify the most consistent narrative around this event, it would be the constraints of the contemporary, lecture-centered classroom environment and how it rewards those who excel at standardized testing, not those interested in actual learning. The speakers questioned the long-standing dynamic between lecturer and student, and suggested that the era of blind memorization of facts is