@Concord - Spring 2012
Perspective: True Blended and Flipped Learning
Today's conversation about technology in education rings with promise as educators discuss "blended learning" and "flipping the classroom."
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LOOPS Offers a Lens on Learning
Imagine you are a student. Your teacher gives you a handheld instrument, but the instructions for using it are lost!
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Monday's Lesson: Build and Test a Model Solar House
The importance of engineering education is now widely accepted, but it is not widely incorporated into the school curriculum.
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Framing Mixed-Reality Labs
Laboratory experiences are indisputably a fundamental part of science education.
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A Drake's Tale: Genetics Software Gets a Lift from Gaming
As the process of sequencing DNA improves, the science of biology is dramatically changing.
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Disruptive Science Coming Soon to Your Phone and Tablet
Science educators need to rethink their educational strategies, the topics they teach, and the optimal sequence of topics.
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Under the Hood: Streaming Arduino Data to a Browser
What if you were reading a blog or working through an online lesson and you could just plug in your sensor and start taking data or interacting with models right in your own browser?
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Innovator Interview: Frieda Reichsman
Meet the founder of Molecules in Motion who now leads Concord Consortium's dragon genetics projects and why she finds candlepin bowling really hard.
News at the Concord Consortium
InquirySpace, Sub-microscopic interactions, Grant from Nellie Mae Education Foundation, and more.
@Concord
Editor: Chad Dorsey
Managing Editor: Cynthia McIntyre
Design: Jan Streitburger
Web Version: Ethan McElroy
@Concord is published two times a year by The Concord Consortium, a nonprofit educational research and development organization dedicated to educational innovation through creative technologies.
Copyright © 2012 by The Concord Consortium, Inc. All rights reserved. Noncommercial reproduction is encouraged, provided permission is obtained and credit is given. For permission to reproduce any part of this publication, contact cynthia@concord.org.
This material is based upon work supported by the National Science Foundation under several grants (DRL-0733299, DRL-0918642, DUE-1044263, DRL-0918449, IIS-1124821, DRL-1109687, DUE-0831974, DRL-1232388, and IIS-1147621). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or any other funding agency.
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