Project H uses the power of the design process to catalyze communities and public education from within.
We are a team of designers and builders engaging in our own backyards to improve the quality of life for all. Our six-tenet design process (There is no design without (critical) action; We design WITH, not FOR; We document, share and measure; We start locally and scale globally; We design systems, not stuff; We build) results in simple and effective design solutions that empower communities and build collective creative capital.
Our specific focus is the re-thinking of environments, products, experiences, and curricula for K-12 education institutions in the US, including design/build Studio H high school program in the Bertie County School District, North Carolina.
WE BELIEVE DESIGN CAN CHANGE THE WORLD.
The <e-Adventure> platform is a research project aiming to facilitate the integration of educational games and game-like simulations in educational processes in general and Virtual Learning Environments (VLE) in particular. It is being developed by the <e-UCM> e-learning research group at Universidad Complutense de Madrid, with three main objectives:
Reduction of the development costs for educational games
Incorporation of education-specific features in game development tools
Integration of the resulting games with existing courseware in Virtual Learning Environments
From this website we wish to promote the use of the tools developed as part of the <e-Adventure> project. The core of the <e-Adventure> project is the <e-Adventure> educational game engine, that runs games defined using the <e-Adventure> language. Authors can use the graphical editor to create the games or directly access the human-readable source documents that describe the adventures using XML markup. With <e-Adventure>, any person can write an educational point & click adventure game.
Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
When planning a programme it is important to consider how staff and students experience the delivery of that programme and its assessment. Core to this process are the dates when assessments are set and subsequently handed in – students do not want to have a bunching of coursework and staff need to manage their workload! The Programme Mapper does both. It will graphically display all the hand-in dates for each course within a programme and display, in real time, the effect of any changes you make.
A. Waraich. ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, page 97-101. New York, NY, USA, ACM, (2004)
I. Zitter, G. Kinkhorst, R. jan Simons, and O. ten Cate. Computers in Human Behavior, 25 (5):
999 - 1009(2009)Including the Special Issue: Design Patterns for Augmenting E-Learning Experiences.