Pinboard (robertogreco)
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recent bookmarks from robertogrecok'eguro on Twitter: "a syllabus sometimes you want chronology - how an idea or practice unfolds over time or geohistory sometimes you want juxtaposition - how related and competing things speak to and past each other sometimes you want cluster - how thing2020-07-21T10:25:26+00:00
https://twitter.com/keguro_/status/1284321417635430405
robertogrecokeguromacharia 2020 form howwewrite howwethink syllabus syllabi bibliographies lists chronology time linearity alinear juxtaposition relativism relation clusters surprise comfort intention detour janineholc constraint nonlinearhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0b5c2a6f4698/Tools – Undergraduate Seminar-Studio @ The New School | Fall 2019 | Shannon Mattern + Or Zubalsky2019-08-30T02:31:28+00:00
https://tools.wordsinspace.net/2019/
robertogrecoshannonmattern syllabus syllabi tools 2019 affordances disabilities accessibility conviviality history ideology siliconvalley detournement computationalthinking algorithms alogrithmicthinking criticalthinking computing computation howweteach howwelearn teaching communication labor thought expression creativity anthropology archaeology mediastudies moiraweigel détournementhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6eca785a89bc/The Syllabus Search Engine | SyllabusFinder2019-08-22T21:50:47+00:00
https://www.syllabusfinder.com/
robertogrecodatabase syllabus syllabi highereducation highered academia education teaching howweteach instruction search learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cd51bb7c1a4c/Open Syllabus Project2019-08-22T21:49:37+00:00
https://opensyllabus.org/
robertogrecoopensyllabus education data syllabi syllabus teaching highered highereducation database search learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:59b7225237a9/Laurence Ralph on Twitter: "1/17 Ever wonder how whiteness is privileged in the social sciences? #anthrotwitter #AnthroSoWhite [A Thread]" / Twitter2019-08-20T00:18:42+00:00
https://twitter.com/laurence_ralph/status/1161826024281260033
robertogrecoanthropology race bias socialsciences academia syllabi syllabus teaching howweteach frantzfanon zoranealehurston laurenceralph srg stuarthall jamaicakincaid leebaker paulgilroy chinuaachebe michel-rolphtrouillot whitenesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:46cc45a42a79/Building an Inclusive Campus2019-05-14T20:15:44+00:00
https://www.slideshare.net/jessestommel/building-an-inclusive-campus
robertogrecoteaching howweteach jessestommel 2019 scaffolding syllabus syllabi pedagogy inclusivity inclusion humanism cathydavidson henrygiroux measurement assessment differentiation coddling compassion respect equity outcomes standardization learning howwelearn ranking metrics norming uniformity accreditation rigor mastery rubrics performance objectivity education highered highereducation grades grading bias alfiekohn hierarchy power paulofreire pedagogyoftheoppressed throeau martinbickmanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cd08366d5edf/Editorial - e-flux Architecture - e-flux2019-04-16T21:08:27+00:00
https://www.e-flux.com/architecture/curriculum/262997/editorial/
robertogrecosyllabus syllabi curriculum architecture education highered deign highereducation academia theory nickaxel josephbedford nikolaushirsch mckenziewark collaboration individuation labor progress pedagogy anthropocene neoliberalism globalization economics migration thecanon learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:025e524b3e0b/Mαtt Thomαs on Twitter: "Gonna try to live-tweet @Jessifer’s talk at @uiowa today: “Designing Assignments: Redesigning Assessment.”"2019-04-13T19:59:32+00:00
https://twitter.com/mattthomas/status/1116729512602021889
robertogrecojessestommel mattthomas 2019 rubrics grading teaching syllabus assessment howweteach howwelearn colleges universities highered highereducation humanism lms templates standardization writing howwewrite form alternative syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ba66addbe5c1/david silver en Instagram: “Every time a new semester rolls up and I scramble to prepare another syllabus, I think of the wise words of Mary “Molly” Gregory, faculty…”2019-01-12T01:06:18+00:00
https://www.instagram.com/p/BsgGxqphxRE/
robertogrecodavidsilver blackmountaincollege bmc education syllabus cocreation teaching howweteach marygregory 1940s howwelearn listening maryemmaharris syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:774018ba2329/mind_2018-08-30T03:23:22+00:00
http://www.designforthe.net/
robertogrecomindyseu via:dvsch education curriculum syllabus webdesign internet web online webdev typography graphicdesign interactive bots computationalpoetry concretepoetry poetry archives coding syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5e540e6c055e/Intro to Digital Studies – Davidson College Fall 20182018-08-22T20:50:26+00:00
https://courses.digitaldavidson.net/dig101-2018/
robertogrecomarksample syllabus digital digitalstudies davidsoncollege 2018 syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ef32a916b5e6/Article: Notes On An Anarchist Pedagogy – AnarchistStudies.Blog2018-05-24T18:06:12+00:00
https://anarchiststudies.noblogs.org/article-notes-on-an-anarchist-pedagogy/
robertogrecopedagogy anarchism anarchy deschooling decolonization unschooling learning teaching bellhooks ronscapp paulofreire freedom liberation neoliberalism capitalism lucynicholas postmodernism michaelapple angeladavis henrygiroux roberthaworth descartes stanleyaronowitz stephenball pierrebourdieu randallamster abrahamdeleon luisfernandez anthonynocella education dericshannon richarkahn deleuze&guattari gillesdeleuze michelfoucault foucault davidgraeber jürgenhabermas justinmuller alanantliff kennethsaltman davidgabbard petermclaren alexmolnar irashor joelspring gayatrichakravortyspivak colonialism highereducation highered cademia politics 2018 resistance corporatization betsydevos policy authority authoritarianism howweteach government governance colonization homeschool power control coercion félixguattari conformity uniformity standardization standards syllabus heterotopia lcproject openstudioproject tcsnmy sfsh cv utopia collaboration evaluation feminism inclusion inclusivity participation participatory mutuhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:244dcf998843/Why I Don't Grade | Jesse Stommel2017-10-29T22:26:09+00:00
http://www.jessestommel.com/why-i-dont-grade/
robertogrecojessestommel grades grading assessment 2017 syllabus alfiekohn cathydavidson collaboration learning howwelearn teaching howweteach sfsh rubrics motivation participation lauragibbs objectivity gradeinflation outcomes unschooling deschooling pedagogy syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9967a4318ebd/Subjectivity, Rubrics, and Critical Pedagogy – OFFICE OF DIGITAL LEARNING2017-08-05T20:26:05+00:00
http://digitallearning.middcreate.net/critical-digital-pedagogy/subjectivity-rubrics-and-critical-pedagogy/
robertogrecoInclusion is a construction project. Inclusion must be engineered. It is unlikely to “happen” on its own. Rather, those who hold the power of invitation must also consciously create the conditions for sincere engagement, where underrepresented voices receive necessary air time, where those contributing the necessary “diversity” are part of the planning process. Otherwise we recreate the very systems of habit we are seeking to avoid: the unintentional silencing of our “included” colleagues.
If we are to approach teaching from a critical pedagogical perspective, we must be conscious of the ways that “best practices” and other normal operations of education and classroom management censure and erase difference. We must also remain aware of the way in which traditional classroom management and instructional strategies have a nearly hegemonic hold on our imaginations. We see certain normalized teaching behaviors as the way learning happens, rather than as practices that were built to suit specific perspectives, institutional objectives, and responses to technology.
The rubric is one such practice that has become so automatic a part of teaching that, while its form is modified and critiqued, its existence rarely is. I have spoken with many teachers who use rubrics because:
• they make grading fair and balanced;
• they make grading easier;
• they give students clear information about what the instructor expects;
• they eliminate mystery, arbitrariness, and bias.
Teachers and students both advocate for rubrics. If they are not a loved part of teaching and learning, they are an expected part. But let’s look quickly at some of the reasons why:
Rubrics Make Grading Fair and Balanced
Rubrics may level the grading playing field, it’s true. All students are asked to walk through the same doorway to pass an assignment. However, that doorway—its height, width, shape, and the material from which it is made—was determined by the builder. مها بالي reminds us that, “Freire points out that every content choice we make needs to be questioned in terms of ‘who chooses the content…in favor of whom, against whom, in favor of what, against what.'” In other words, we need to inspect our own subjectivity—our own privilege to be arbitrary—when it comes to building rubrics. Can we create a rubric that transcends our subjective perspective on the material or work at hand? Can we create a rubric through which anyone—no matter their height, width, or shape—may pass?
Recently, collaborative rubrics are becoming a practice. Here, teachers and students sit down and design a rubric for an assignment together. This feels immediately more egalitarian. However, this practice is nonetheless founded on the assumption that 1. rubrics are necessary; 2. a rubric can be created which will encompass and account for the diversity of experience of all the students involved.
Rubrics Make Grading Easier
No objection here. Yes, rubrics make grading easier. And if easy grading is a top concern for our teaching practice, maybe rubrics are the best solution. Unless they’re not.
Rubrics (like grading and assessment) center authority on the teacher. Instead of the teacher filling the role of guide or counsel or collaborator, the rubric asks the teacher to be a judge. (Collaborative rubrics are no different, especially when students are asked by the teacher to collaborate with them on building one.) What if the problem to be solved is not whether grading should be easier, but whether grading should take the same form it always has? Self-assessment and reflection, framed by suggestions for what about their work to inspect, can offer students a far more productive kind of feedback than the quantifiable feedback of a rubric. And they also make grading easier.
Rubrics Give Clear Information about What the Instructor Expects
Again, no objection here. A well-written rubric will offer learners a framework within which to fit their work. However, even a warm, fuzzy, flexible rubric centers power and control on the instructor. Freire warned against the “banking model” of education; and in this case, the rubric becomes a pedagogical artifact that doesn’t just constrain and remove agency from the learner, it also demands that the instructor teach to its matrix. Build a rubric, build the expectations for learners in your classroom, and you also build your own practice.
The rubric doesn’t free anyone.
Rubrics Eliminate Mystery, Arbitrariness, and Bias
This is simply not true. No written work is without its nuance, complication, and mystery. Even the best technical manuals still leave us scratching our heads or calling the help desk. Rubrics raise questions; it is impossible to cover all the bases precisely because no two students are the same. That is the first and final failing of a rubric: no two students are the same, no two writing, thinking, or critical processes are the same; and yet the rubric requires that the product of these differences fall within a margin of homogeneity.
As regards arbitrariness and bias, if a human builds a rubric, it is arbitrary and biased.
Decolonizing Pedagogy
Critical Digital Pedagogy is a decolonizing effort. bell hooks quotes Samia Nehrez’s statement about decolonization at the opening of Black Looks: Race and Representation:
Decolonization … continues to be an act of confrontation with a hegemonic system of thought; it is hence a process of considerable historical and cultural liberation. As such, decolonization becomes the contestation of all dominant forms and structures, whether they be linguistic, discursive, or ideological. Moreover, decolonization comes to be understood as an act of exorcism for both the colonized and the colonizer.
For Critical Pedagogy, and Critical Digital Pedagogy, to work, we have to recognize the ways in which educational theory, especially that which establishes a hierarchy of power and knowledge, is oppressive for both teacher and student. To do this work, we have to be willing to inspect our assumptions about teaching and learning… which means leaving no stone unturned.
With regards to our immediate work, then, building assignments and such (but also building syllabi, curricula, assessments), we need to develop for ourselves a starting place. Perhaps in an unanticipated second-order move, Freire, who advocated for a problem-posing educational model, has posed a problem. A Critical Digital Pedagogy cannot profess best practices, cannot provide one-size-fits-all rubrics for its implementation, because it is itself a problem that’s been posed.
How do we confront the classrooms we learned in, our own expectations for education, learners’ acquiescence to (and seeming satisfaction with) instructor power, and re-model an education that enlists agency, decolonizes instructional practices, and also somehow meets the needs of the institution?"]]>seanmorris rubrics education pedagogy learning mahabali subjectivity objectivity 2017 grades grading assessment marthaburtis sherrispelic inclusion inclusivity diversity criticalpedagogy classroommanagment fairness paulofreire coercion collaboration judgement expectations power control agency howwelearn homogeneity samianehrez race represenation decolonization hierarchy horizontality onesizefitsall acquiescence instruction syllabus curriculum syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8827b6494356/FYS 2017: Living and Thinking in a Digital Age – Snakes and Ladders2017-07-21T20:21:45+00:00
http://blog.ayjay.org/fys2017/
robertogrecoalanjacobs syllabus online internet tools onlinetoolkit reading education highered highereducation classideas gtd productivity kevinkelly davidsax readinglists technology cognition socialmedia christianity humanities infooverload webliteracy wen handwriting notetaking thewhy digital analog digitalage syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:26cb76e1a399/The Art of Teaching2017-06-27T05:07:36+00:00
http://taeyoonchoi.com/artofteaching/#/
robertogrecotaeyoonchoi education teaching purpose routine ritual silence flow conflict communication structure nurture authority kojinkaratani jean-lucnancy community howweteach pedagogy learning howwelearn eyeo2017 unlearning curriculum syllabus sfpc schoolforpoeticcomputation art craft beauty utility generosity sfsh tcsnmy lcproject openstudioproject classideas cv reciprocity gifts kant discretion instruction discipline johndewey bmc blackmountaincollege justice annialbers stndardization weaving textiles making projectbasedlearning materials progress progressive unschooling deschooling control experimentation knowledge fabrication buckminsterfuller constructivism constructionism georgehein habit freedom democracy paulofreire judithbutler sunaurataylor walking christinesunkim uncertainty representation intervention speculation simulation christopheralexander objectives outcomes learningoutcomes learningobjectives remembering creativity evaluation application analysis understanding emancipation allankaprow judychicago shttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7bd2f4fe549b/The Black Film Critic Syllabus2017-02-22T20:26:39+00:00
https://docs.google.com/document/d/1FRQsi_uWTBYoD0xt3YLc_Kq5SApV7x1FPotCB1wYf6Y/mobilebasic
robertogrecofantasylla film syllabus syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bb456c6af1f7/Syllabus for White People to Educate Themselves2016-11-19T22:26:30+00:00
https://docs.google.com/document/d/1By9bUjJ78snEeZuLXNGBdlVMJgEQWMEjR-Gfx8ER7Iw/mobilebasic#
robertogrecosyllabus history syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:eef253155dc8/Introduction to the #Blackpanthersyllabus2016-02-21T18:41:29+00:00
http://www.aaihs.org/blackpanthersyllabus/
robertogrecohistory us blackpanthers blackpantherparty syllabus daravance 2016 race blackpower shawnleighalexander robynspencer shannonhanks keishablain politics culture blackculture economics stanleynelson resistance revolution 1960s hueynewton bobbyseale oakland 1966 syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8490274dbfbc/ENGR 2250 User Oriented Collaborative Design2016-02-18T20:55:05+00:00
http://design.olin.edu/courses/uocd/
robertogrecodesign collaboration uocd olincollege sarahendren jonathanadler elaben-ur alexandracosostrong benjaminlinder alishasarang-sieminski franslutsky lynnandreastein syllabus syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e65d1d0e7ba7/English 508 (Spring 2016)2016-02-18T20:39:54+00:00
https://jentery.github.io/508/
robertogrecojenterysayers text prototyping digitalhumanities speculativedesign design english syllabus maryanncaws johannadrucker wjtmitchell jeffreyschnapp evekosofskysedgwick technosolutionism brucesterling fredmoten karenbarad jeromemcgann marksample bethanynowviskie fluxkits detournement poetry exquisitecorpses algorithms art composition rosamenkman anthonydunne fionaraby dunne&raby syllabi détournementhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0d42c2401347/investigating normal. | Abler.2015-04-10T17:19:01+00:00
http://ablersite.org/investigating-normal/
robertogrecosarahendren syllabus 2015 normal adaptive technology assistivetechnology adaptivetechnology anthonydunne judithbutler sunauratayor earnestness disability difference bodies human prosthetics para-functionality design disabilities body syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:df3fb88c6980/Press Play — Press Play: Making and distributing content in the present future we are living through. — Medium2015-02-20T07:49:34+00:00
https://medium.com/press-play/press-play-4b26bed77b7d
robertogrecodavidcarr 2014 web online internet syllabus education journalism writing howwewrite ta-nehisicoates teaching mooc moocs lesliejamison clayshirky alexismadrigal jessicatesta nrkleinfield sarahkoenig davidfosterwallace elizabethroyte zachseward joshuadavis shanesnow brianlam kevinkelly luciamoses storytelling vincentmorisset emilygibson caityeaver mischaberlinski triciaromano hamiltonnolan camilledodero erinleecarr mariakonikkova tonyhaile ralphabellino mashacharnay santiagostelly timstelloh jayrosen felixsalmon multimedia socialmedia canon engagement media distribution voice syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0db14f5b454b/FYS 2014 syllabus2014-08-19T23:13:18+00:00
https://notes.pinboard.in/u:ayjay/dfb5a0498b4fc6cbaa8b
robertogrecoalanjacobs twocultures syllabus 2014 science humanities syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a777528b2413/A Community of Artists: Radical Pedagogy at CalArts, 1969-72 (East of Borneo)2014-08-08T20:04:00+00:00
http://www.eastofborneo.org/articles/a-community-of-artists-radical-pedagogy-at-calarts-1969-72
robertogrecoWhat remains of primary importance to me […] is the sense that we were connecting to a much larger enterprise than trying to advance our artistic careers, or to make art for art’s sake. It was precisely our commitment to the activist politics of women’s liberation, to a burgeoning theory and practice of feminism, and to a larger conversation about community, collectivity and radical history, which has given me lasting connections to people and a continuing sense of being part of a cultural and political resistance, however fragmentary the expression of this may be in my life today.
Despite his own conflicts with the institute, Blau holds a similar perspective: “During the time I was there (I cannot speak for it now), it was—like the Bauhaus or Black Mountain—not only a school but very much what Disney wanted, a community of the arts, in which students and teachers trained together, performed together, constructed ‘environments’ together and even somehow managed—where the particular work was not of a communal nature—to leave each other alone.”
CalArts today is a school rather than an anti-school, with grades (low pass/pass/high pass), a timetable for graduation, and for the first time in its history, a syllabus in every classroom. Yet an investment in radical pedagogy persists, with a loose consensus that the educational situations that work best often involve field trips and social outreach, project-based learning, and “mentoring” as opposed to “teaching.” The notion that faculty are to treat students as artists and colleagues prevails, with its attendant benefits and difficulties. The question of what form the delivery of content should take is a live one. Time and space are continually contested, and an openness to what might be places constant pressure on what is.
Just last year, the institute carved out a “commons” time from the heavily scheduled individual school curricula in which students can come together across disciplines to collaborate—in some sense, a return to its origins. Although, to paraphrase Marcuse, an art school can only be truly free in a free society—i.e., art becomes life only when life is also opened up to creative change—the promise of this commingling endures. Indeed, the Gesamtkunstwerk that preserves a vision of emancipated social life in times of political conservatism holds even greater possibilities in our own era of renewed resistance and collective action."]]>calarts cv history education 1960s 1970s robertfitzpatrick roydisney waltdisney robertcorrigan mariosalvo herbertblau fluxus judithadler melpowell janetsarbanes mauricestein feminism freedom tcsnmy lcproject openstudioproject alisonknowles petervanriper allankaprow dickhiggins emmettwilliams jamestenney namjunepaik owensmith judychicagomiriamschapiro johnbaldessari herbertmarcuse art arteducation radicalism communes communalism interdisciplinary crosspollination crossdisciplinary transdisciplinary multidisciplinary experimentation blackmountaincollege bmc pedagogy teaching howweteach deschooling capitalism unschooling power control democracy anti-teaching anti-schools artschools altgdp activism community relationships bauhaus collectivism society grades grading schedules timelines syllabus projectbasedlearning 2014 1969 1970 1971 1972 pbl radicalpedagogy artschool syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:909ba3f359b3/» History and Future of the Book (Fall 2014 Digital Studies Course) SAMPLE REALITY2014-04-12T07:04:10+00:00
http://www.samplereality.com/2014/04/09/history-and-future-of-the-book-fall-2014-digital-studies-course/
robertogrecobooks syllabus bookfuturism marksample 2014 projectideas ebooks technology digitalhumanities syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:829d962161bc/Lynda Barry’s course syllabus I probably get as... - Austin Kleon2014-01-24T23:28:12+00:00
http://tumblr.austinkleon.com/post/74315085427
robertogrecosyllabus lindabarry classideas austinkleon via:lukeneff syllabihttps://pinboard.in/u:robertogreco/b:11bdd6e98a4f/Works Cited: Wasting time on the internet: a syllabus2014-01-13T05:44:25+00:00
http://nataliacecire.blogspot.com/2013/09/wasting-time-on-internet-syllabus.html
robertogreconataliacecire culture internet web reading 2013 johnkeats robertfrost petercoviello aesthetics beauty guiltypleasures thomasnagel judgement clementgreenberg pierrebordieu thorsteinveblen barbarahernsteinsmith tseliot andrewlloydwebber thewasteland taste class williambutleryeats josefalbers difficulty mariannemoore siannengai leonarddiepeveen lawrencelevine rosalindkrauss popculutre authenticity criticism gender chinuaahcebe appropriation music williamgibson cuteness commodification marktwain edgarallanpoe lililoofbourow christianbök walterbenjamin maryoliver writing syllabus classideas highbrow lowbrow kant syllabi wbyeats yeats immanuelkanthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f4fb68cd8279/Experimental Book | Purchase College VDE46002013-10-22T23:09:20+00:00
http://experimentalbook.wordpress.com/
robertogrecobookmaking books paulsoulellis 2013 classideas projectideas experimental syllabus booklists syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:db1420670235/ARTS 499: Mobile Mapping for Everyday Spaces [.pdf]2013-07-26T03:40:57+00:00
http://complexfields.org/wp-content/uploads/2012/03/Hamilton_arts499_mapping.pdf
robertogrecomobilemapping maps mapping mobile kevinhamilton syllabus everyday teaching walking complexfields syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ec57a34b1153/RADical Design for LEARNING -- Survey Seminar and Practical Action Laboratory2013-06-23T19:56:59+00:00
http://web.media.mit.edu/~silver/radlearning/
robertogrecounschooling deschooling education syllabus jaysilver ericrosenbaum mit learning mitmedialab medialab lifelongkindergarten amosblanton lego seymourpapert ivanillich gracellewelyn bilalghalib jefflieberman making hackerspaces lcproject makerspaces openstudioproject grading rubrics assessment diy notbacktoschoolcamp johnholt piaget mitchresnick leahbuechley eleanorduckworth nuvu nuvustudio holeinthewall sugatamitra sprout elsistema theblueschool computerclubhouse drishya bakhtiarmikhak sudburyschools sudburyvalleyschool samcassat seanstevens frostburn quaker criticalmass burningman paulofreire quakers sprout&co jeanpiaget syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4de6e7c7e925/Critical Making | materials protocols and culture2013-05-18T19:44:21+00:00
http://make.berkeley.edu/
robertogrecoeducation sustainability making classideas syllabus 2013 ericpaulos krisfallon chrismeyers environment biology democracy activism healthcare socialjustice studioculture openstudio openstudioproject makers berkeley bayarea programming coding computing electronics digitalfabrication technology learning lcproject kickstarter instructables prototyping glvo edg srg syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5c0d44bf48cf/In my daydream College for Bards, the curriculum... - more than 95 theses2013-04-26T16:32:33+00:00
http://ayjay.tumblr.com/post/48935685281/in-my-daydream-college-for-bards-the-curriculum
robertogrecopoetry syllabus art writing teaching labor work income learning curriculum highered highereducation parenting poets auden syllabi whaudenhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d40684cae396/Syllabus | Technologies for Creative Learning2013-02-27T06:42:46+00:00
http://mas714.media.mit.edu/syllabus
robertogrecosyllabus learning creativity mit constructivism coding children technology computing computers scratch mindstorms ivanillich davidresnick seymourpapert mimiito henryjenkins barbararogoff alfiekohn caroldweck mihalycsikszentmihalyi sherryturkle jamespaulgee via:dianakimball readinglists education teaching programming syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5ac94c9d9f0f/Learning Networks, Syllabi, MOOCs, "Disruption", Classroom Teaching, Confusion, Bureaucracy Blues (with images, tweets) · caseyg · Storify2012-11-25T08:55:05+00:00
http://storify.com/caseyg/education-1
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http://www.designculturelab.org/2012/06/02/teaching-design-anthropology/
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