tag:blogger.com,1999:blog-27908312505194288352024-03-12T17:04:25.605-07:00 Thoughts of Richard C. CloseRichard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.comBlogger52125tag:blogger.com,1999:blog-2790831250519428835.post-68563306148656916842018-04-18T18:32:00.004-07:002018-04-18T18:32:59.093-07:00The darker side of classroom tech.<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Calibri;">While volumes have been pontificated on the benefits of tech learning. Little seems to be written about the mismanagement of cell and Internet influence on classroom behavior. In addition the impact of the profiling engines of applications like Google, Facebook and Snapchat is for the most part ignored. It is time to take an honest look at the negative impacts on class management and the experience on online and classroom learning.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">The behavior of students in US / western classrooms can be quite different from those of developing countries. Entitled school youth with unlimited data plans, rarely use the Internet strictly for educational purposes. In US public schools, it is a constant struggle keeping students on-task once the computers, and cells, are out. The teacher must instruct from the back of the classroom watching for kids gaming in one tab and doing work in another. Teachers that allow listening to music while studying are continually asking students to get off of texting, Snapchat, drawing, gaming and sharing photos. Yes, Advanced Placement classes are a bit different with classroom tech because they are in a category that recognizes information is power. To the elite content is used as leverage, to compete and succeed. A very different paradigm than labor’s use of content to entertain.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Before stating the problematic issues of class tech, please note that I am a proponent of its use and an instructional designer by trade. PBL, Flat Classrooms, Maker Rooms, and collaborative learning are wonderful learning experiences. These are all examples of well managed digital tech. Unfortunately teachers who are trained and enabled with these tools are the exception rather than the rule. The issues discussed this paper are meant to start a frank dialog on Internet content invades the dynamics of todays students.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Yes, western children like to share however the content is often entertainment, rumors, games and often vulgar material. When in class handheld devices in US classrooms should be to facilitate learning while all to often they are a distration. In contrast, AP classes cell use is more likely to be driven by future goals of college, and competitive lives. The sad issue is the middle and bottom of the bell curve are too often not using Internet technology to enrich the learning process; they are using cell phones to be distracted from the pain and drudgery of the learning process. For those in the trauma of western poverty it can become a self-administer addictive distraction. In many ways, cognitive nonsense is competing with relevance, and the result is time wasted and very frustrated faculty. In our day, the kids in the back of the room would drive us nuts horsing around, they still through paper balls and pencils. Today the kids in the rear of the room keep hiding cell phones in hoodies, pockets, and backpacks often doing no classwork. This common behavior is not an exaggeration. University faculty and curriculum developers are out of touch with the real classroom. Date education material is releasing new teachers who are not only not prepared for the emotional trauma in the school; they are ill prepared for digital class management. Perhaps education professors should be required to spend time as substitutes and talk with teachers in public school faculty rooms.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Case in point on the abuse of classroom tech. Because expensive textbooks scaffold concepts faster than students can absorb the material teachers lean on for worksheet drills that are downloadable from the Internet. A student armed with the same technology will look up the worksheet’s answer page or use cloud answer applications and copy it down at the end of class. First-period students sometimes take pics of completed worksheets and share them with days following periods. In oppositional behavioral courses, troubled students playing catch up with online courses keep the course in one browser and the answer applications in another browser. There are many more tricks to cheating. Many Florida school isolate disruptive and failing students into classrooms with online lessons. I have watched student zip through lengthy math and history courses using the two-browser method with proctors checking off the completed courses enabling graduation. Welcome to the real world of entitlement technology. No more writing answers on your sleeve, they are in your pocket or a click away. Again keep in that personal cell phones bypass school filters. When calling a student on cheating, they simply tap the calculator app as the instructor approaches.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">While the advances in developing nation are significant, the Internet connect time is still too costly for much of the world. In developing countries students-faculty must be careful not to waste time/money on non-essential Internet time. In developing nations, a data plan is a privilege, in the US it is an entitlement right. In talking with educators in environments such as African’s NGOs, Internet-equipped classroom faculty has to pay close attention to student drifting into costly Internet media madness. I call this drift the Pinocchio Syndrome. Pinocchio gets taken to an island (island of Boobies in the original book) of no rules or consequences resulting in the puppet’s transformation into a donkey sold for cruel labor. Island-cloud, what’s the difference?<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Our failure is in not recognizing that the digital classroom also requires digital class management methods. On a similar note, while US school filters block porn, they do not block YouTube content such as Sausage Movie or violent rap. Filters also do not prevent the cheating techniques mentioned above. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">Unlimited access and data plans create unmonitored Internet class management issues. Youth always need monitoring; this includes digital monitoring. US students using online courses, both home and school, open a second window next to the course with a site like answers.com. In one of my Florida classes, the online course students then copy the entire multiple choice question into Google’s search engine; Google then will serve up the community person who has posted the completed the question with formulas. A savvy student can roar through the material, ace the test, without learning a thing. What this also means is that state and academic officials are declaring high completion rate that is based on outcomes of delusionary results. However, this is a great administrative trick when you want to pass students through graduation to meet fund standards. School filters efforts to block these sites is of no use because the student cell phone data will bypass the school network and at home students are unmonitored. Perhaps the charter school rule of zero cell phones for any reason is the right approach.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Academia and Google have turned a blind eye to the topic of student character development as a result of the relation in adopting Internet media. While Carol Black’s documentary “Schooling the Globe” focused on the sanitization of culture from curriculum, it did not dig deeper on how Internet through profile based search engine contribute reinforcing subculture values they be quite destructive to cultural values. A student can learn math and radicalized terrorism at the same time. It is double edge sword because global content can uplift and profile intelligent content at the same time. However, the youth must decide to consciously break free from the digital influences being pushed on them. For many, the cultural motivators for learning have also shifted from being a family provider into the instant gratification that entertainment provides. More importantly, the current economic trends splitting the classes exacerbate the splitting of having and have-nots. While NGO focused on the issues being digital access, the issues of altering student moral/cultural growth are to often ignored. Paulo Frieri warned us in the "Pedagogy of the Oppressed" on how oppressors and oppressed stay trapped by reinforcing their beliefs, and this is what we see search engines do today. One group may be stuck on YouTube conspiracy theories, or gang rap, while another is trading stocks. While business and academics see this as a digital divide in access, however, the school shows us that cell usage is also and economic-cultural gap. One watches PBS and Nature while the other reinforces poverty by watching Family Guy or violent programming filled with revenge. What was not uncovered in the FaceBook scandal, is how Google’s search and Facebook marketing engines create targeted artificial bubbles of related content around each one of us. People who are into conspiracy theory and assault weapons are fed more of like media, which also means they are also denied media that is more objective or morally enriching. Perhaps Google is creating a more divided society than mass cable media possible could. The point is that all these intense media is in cognitive completion with efforts of frustrated teacher across the world. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">Somehow it is has slipped through educations theorist how technology profiling of search/marketing engines are molding youth’s character development and access to future opportunities. This represents a field day for education cognitive theorists. Then again for those who have bought into Harvard Perry’s Relativeness theories none of this matters.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">With developing nations lowering the cost of Internet access, the patterns of oppressors and oppressed defined in Frieri’s "Pedagogy of the Oppressed" are revealing itself on the Internet. Poor and middle class may adopt content that reinforces wasted entertainment time while wealth uses global access to increase personal opportunity and corporate profit. Look at the difference between Facebook (social network) and Linkedin for a business opportunity for profits. These social networks represent such cultural rifts and the different content bubbles we live in.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">These intrusive media forces are all at play into the days’ lessons. So for textbook and curriculum developers to go their merry way ignoring media’s impact on internet-classroom learning represents an arrogant gap between the teacher in a classroom and the academic developer. In the same way, classroom behavior needs to be managed so does the access to media in the classroom have to be maintained. When the cat is out the mice will play. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">Social media can have cognitive competitive clashes with lesson time. In one of my classes, a girl burst into tears because her boyfriend broke up with her over Snapchat. With the entire class pulls out a cell phone to see what happened, he broadcasted his breakup with the school. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">It is important for leaders to understand the question is no longer about access or One Laptop Per Child. The current and future issues are about the profiling of content and how Internet engines are reshaping youth’s content during and between classtime.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">My recommendation is for academic, administrators, text developers and parents to step back from the ivory school theories and pretty textbooks to take over a classroom for a couple of days as a substitute. Invest some time in teacher’s lunchrooms in listening to how they work around curriculums and manage classroom technology. Surprising the average US high school is right out of a scene from “To Sir With Love” except with cell phones. "Put away the cell." Yells Sir. "I am texting my mother." The girl states him mockingly while chewing gum and sticking out her tongue.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">The point is, digital learning is not only about access, but it is also about content management and student development.<o:p></o:p></span></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-3333622709266643072018-02-25T09:05:00.001-08:002018-02-25T09:09:53.528-08:00Why Through a Kid Out of a Classroom<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">An academic colleague just asked me why I threw a student out of public middle school class. It does sound heartless. I lived a few hours from the Florida HS mass shooting and lived within 20 minutes of the Sandy Hooks massacre of 22 1st graders. The response is how press, government and the academic elite deflecting the deeper causes of violence in US schools. This is what I wrote:</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Dear friend.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">If I may, I would like to rephrase your question from “Why throw a student out of a classroom?” into, “What is causing the escalating this chaos to the point of mass murders.” Which leads to the second question and that is, “Why are higher academia, politicians and the wealthy so clueless on violence in US schools?” It feels like we are in a dystopia movie, perhaps because we are.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;"> </span><span style="font-family: "arial"; font-size: 10pt;">I </span>mean this in the kindest way<span style="font-family: "arial"; font-size: 10pt;">. Because I understand you are university faculty. Just to ask me why I would throw a kid out of the room is a question a US public school teacher would not ask. A teacher would ask "What did this one do?' You see, I do it to protect the other children who need to feel safe in an unsafe class. FYI that 8th grader </span>I<span style="font-family: "arial"; font-size: 10pt;"> threw out told me I was a "dictator" and would "kill me" while stomping out the room streaming four-letter words.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Way too many US public classrooms are very out of control, and they have been for some time. School systems can start off with hundreds of subs and end up with only a few in a couple of months. Remember the book “Crisis the Classroom” from the 70s. Things are far worse than Silberman forecasted, and for many of the same dehumanizing reasons the book points out way back in the 70s.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">When we stand in front of a typical American classroom, there are a series of deteriorating forces</span><span style="font-family: "arial"; font-size: 10pt;"> </span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">First a culture of entitlement that thinks "I don't have to work hard and will still do better than my parents.' This is aggravated by entire subcultures in schools such as country music and thug behavior that pride themselves on being uneducated and underpaid.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Second is mass media and music that have a dehumanizing effect on people, including that humor and bullying are one of the same things. In our schools, kids commonly call one another gay, faggot and blacks call one another nigger. It is a form of self-deprecation that declarers failure as a way of life right out of the pages of “Pedagogy of the Oppressed. </span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Because behavior in many US classroom is so foreign to wealth and the big schools they simply do not see what is going on. Sort of plausible denial.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Third, is the impact of US poverty runs deep into the middle-class with single moms slipping into severe poverty categories. Parent-teacher conferences frustrate teachers who repeatedly meet parents that are angry, exhausted, frightened, overwhelmed, stoned or just don't care.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Fourth is US classroom childhood trauma, We can split hairs about the statistics, but they are very bleak. My typical school classroom has: 27% child of alcoholics, 12% addicted parent, 1 in 6 sexual abuse, 50 % divorce with many really mean step parents. Hunger and clothing are huge issues. In wealthy Fairfield County, CT over half the students are on food assistance. Teachers often reach into their own pockets to pay for some kids lunch. Way too often in first-period class kids come up to me and sheepishly say they are hungry and “Can I please run to the cafeteria.” The American classroom looks OK from the outside, but inside it is suffering.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Fifth Media role models, The storyline of Disney, Nick, and Cartoon Network teen sitcoms are basically the same; Parents are not around, the most prominent scam artist gets the pretty girl, teachers, and police are idiots. Yes, we had this with Rebel Without a Cause and The Breakfast Club movies. However, these films were not mainstream afternoon TV for middle school youth<span style="mso-spacerun: yes;"></span>. Today disrespect is the norm. While this is funny on the TV, the patterns replicate it in the classroom. I am not even mentioning that Marvel and DC themes preach to fix something - someone must die.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Check out this scene from Marvel's the Punisher on Netflix, Hard to believe its own by Disney. </span><span style="color: #1155cc; font-family: "arial"; font-size: 10.0pt;"><a href="https://www.youtube.com/watch?v=BZPHmXzF8F0">https://www.youtube.com/watch?v=BZPHmXzF8F0</a></span><u><span style="color: #1155cc; font-family: "arial"; font-size: 10.0pt;"> </span></u><span style="color: #222222; font-family: "arial"; font-size: 10.0pt;"></span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Bottom line is, thug behavior is idolized. Today's youth also does not have an idea of what horror is. Many of my kids still think the AR 15 is cool because it splatters people in video games.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Sometimes classes go, what we call, out of control. Most schools have not only police but have staffed behavior specialists (a lovely phrase for discipline aids). With onsite police students getting arrested in Florida schools is commonplace. The new behavior model for desperate staged consequences, First thrown them out of room to next door, if that does not work its counseling. But it really doesn't matter because many students look forward to getting out of the class, stonewall the counselor because they could care less about what the parent says. Sometimes as much as half the period is spent on class management and it is a common trick of students to bate teachers to break some legal boundary that will get them fired. In a shop class in Connecticut, I had a girl breaking dress code with a mid-drift around power saws while using her cell in a shop. I told her to put on a required smock. She did not like it and her father, an NYC attorney, call the superintendent that I made her feel “Uncomfortable.’ The student knows the superintendent is an elected official and will through anyone under the bus. The principal defended me. However, I left the school, too risky. Another faculty at that school warned me that these girls are dangerous to our careers, and yes faculty are afraid of the students and the students know it.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Unlike charter schools, public schools class management is entirely different from class to class. The kids continuously are testing boundaries, and for that reason, the class feels insecure.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">We have drifted into a situation with No Child Left behind style funding that schools can only suspend the most extreme cases. In Florida, many teachers are not allowed to fail a student. It is not uncommon for me to have around 4 to 8 students out of 24 doing nothing but teasing or on a <span style="mso-spacerun: yes;"> </span>cell phone. Most substitutes just babysit and let the class go.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">This experience is right out of the pages of Paulo Freire, Pedagogy of the Oppressed. Download here. </span><span style="color: #1155cc; font-family: "arial"; font-size: 10.0pt;"><a href="http://www.msu.ac.zw/elearning/material/1335344125freire_pedagogy_of_the_oppresed.pdf">http://www.msu.ac.zw/elearning/material/1335344125freire_pedagogy_of_the_oppresed.pdf</a></span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">I realize what I just wrote may be hard to swallow. Yet I am tame. </span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Media, such as violent or vulgar styles of rap, is not an inner city thing. Rural and burb kids replica it without really knowing what goes behind most of it. Country music is more subtle however it states cops are dumb, be lawless and get drunk.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Consider this. The Bush era had a goal of creating 2,000,000 new teachers and remarkably achieved it. However, over half walked out within two years mostly because they were not prepared for the emotional strain of a class. It is not just age that has the landslide of teachers leaving. Teachers are caught between a curriculum developed by people that have not been in classroom and student rebellion. </span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">What is tragic is that the kids can be really mean to people who want to help them. Teachers are seeing millions slipping through the cracks, and no one is listening to faculty. Government’s solution is more testing and worksheets. Teaching is breaking the hearts of teachers, and they are leaving.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">So what can be done?</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Wealthy and higher education’s religion of intellectual arrogance could be humbled by requiring them to enter schools as substitute teachers. If your university Psych and Ed profs spent at least one day a month for a semester subbing in both urban and suburb school settings they would have many rude awakenings. They also would change their methods and theories, such as the mechanics of scaffolding.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">So much is broken it is hard to express in an email. Let’s take the foundational premise of “scaffolding” in a Pearson textbook. These expensive books scaffold in ways that are a way to fast for students to grasp. Teachers must stop lessons with drill worksheets for the student to get it. Scaffolding also assumes that there is an emotional entitlement connect to the content of self-motivation, "The knowledge in this class will help me build on my future." This is only true for about 10% of the class. The rest are struggling, and the 10% that get it are pissed because that class is too noisy and boring.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Let me give you an idea of what I have had to handle. Keep in mind that the schools offer me their toughest stuff. In a 6th grade Emotionally Disturbed class with four tourettes, three autism spectrum, a mix ADHD and two I think sexual abused. I get the class rocking and learning in three months, and the administration drops this child in the class. A white child two years younger than the class, homeschool by his junky mother who he found dead two weeks earlier, second-grade level schooling (he can't even use a ruler to count. With autistic behavior, highly aggressive and who’s Father is a state trooper barely keeping it together. I would love to tell you this is rare, but it is not. His disruptions are explosive on a daily bases.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Perhaps what we can do.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">Seriously get the faculty and the students in subbing in the schools. Not as observers in the best classes, alone with the typical class for 6 periods. The variations of class behavior from class to class are striking. Some Dewey experiential learning on teaching will be good for the faculty’s soul. Your faculty should also eat in the teacher's lounge with no administrators around. Funny Administrators do not eat with teachers.</span></div>
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<span style="color: #222222; font-family: "arial"; font-size: 10.0pt;">We must provide youth with an empowered interactive experience (that is social-career relevant) that would offer them a sense of purpose that with hard work, they can make great things happen. The administration must provide behavior class management methods the charter schools use.</span></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-28900591743523971592017-06-22T07:15:00.001-07:002017-06-22T07:15:32.741-07:00Global Youth Digital Journalism Community Launched “I am Africa. This is my Story…” Re-opens<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: left;">
<span style="font-size: 11.0pt; line-height: 115%;">July 4th,
2017: A Global Digital Storytelling and Journalism Community Learning System
called “I am The Story…” will be launched by Chrysalis Campaign, Inc., USA
Mojatu Foundation & Magazines. Prelaunch access is now available at <a href="http://www.iamthestory.org/">http://www.iamthestory.org</a>.</span><br />
<span style="font-size: 11.0pt; line-height: 115%;"><br /></span></div>
<div style="text-align: left;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFHk8ozIhjq76klAmHeQ4AomvRx4vQjLdKBrjzSik8smNtfh_pZPgaTTqMNHgbZg2sMkLAvZ44DLzR1iu4grAzy8GS92rNjuny9bowecmU3ghksUJtbAd0-5lMAiVMGziJt2iQNw3MUkg/s1600/Screen+Shot+2017-06-22+at+10.10.12+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="894" data-original-width="671" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFHk8ozIhjq76klAmHeQ4AomvRx4vQjLdKBrjzSik8smNtfh_pZPgaTTqMNHgbZg2sMkLAvZ44DLzR1iu4grAzy8GS92rNjuny9bowecmU3ghksUJtbAd0-5lMAiVMGziJt2iQNw3MUkg/s320/Screen+Shot+2017-06-22+at+10.10.12+AM.png" width="240" /></a></div>
<span style="font-size: 11.0pt; line-height: 115%;">The original
portal “I am Africa. This is my story…” was seed funded by UNESCO Power of
Peace Network, Paris on March 1, 2011.<span style="mso-spacerun: yes;">
</span>Then called<span style="mso-spacerun: yes;"> </span>“I am Africa. This is
my Story…” The program has been expanded for global youth. The initial July
launch will start in Somaliland and Somalia.</span><span style="font-size: 11.0pt; line-height: 115%;">“ In this
first phase of the Journalism Community Learning organizations can, in one day, provide
a youth with feelings/skills of social empowerment the second phase, due in
July, will have a comprehensive suite of journalism courses. Teachers and youth
leaders will be able to download this training for free empowering in-depth
journalism for youth around the world. As a UK publisher of an African Mojatu
magazine we inform people around the world on African perspective. Our ground crews
in Somali and Somalia are eagerly waiting for this material. Chrysalis has
combined the training and the platform for self-expression in one free
location. This should be real interesting to watch unfold. Frank Kamau Managing
Director & Group Editor, Mojatu Foundation & Magazines</span></div>
<div style="text-align: left;">
<span style="font-size: 11.0pt; line-height: 115%;"><br /></span><span style="font-size: 11.0pt; line-height: 115%;">Youth and
school, between the ages of 14 and 35, are encouraged use this free educational
web community with press, schools, cyber cafes, youth groups, missions and
government agencies to produce short YouTube autobiographical interviews and
local journalism digital stories on www.thisismystory.org. The purpose is youth
empowerment and digital literacy.</span></div>
<div style="text-align: left;">
<span style="font-size: 11.0pt; line-height: 115%;"><br /></span><span style="font-size: 11.0pt; line-height: 115%;">The 2017
version of the original 2011 campaign has been upgraded to allow schools and
youth organizations to set up their customized personal pages that can serve a
student ePortfolios for videos and articles. Schools and organization can set
up their own groups. The JCLS is also tightly integrated with a YouTube Channel
and Twitter. This is all designed to aid youth digital journalists to showcase
their skills. Membership, downloadable class curriculum, and online courses are
free. The online Learning System is designed by Richard Close is for teaching
literacy and digital competencies with global collaborating.</span><span style="font-size: 11.0pt; line-height: 115%;">“Colonial
multi-national media frequently projects a one-sided and seemingly false image
of African and Middle East youth whenever negative issues become newsworthy.
The truth is, millions of young adults are bright, hard working and
accomplishing remarkable achievements that often times go unnoticed. It is a
time that youth have a voice in the world, and it is a time that youth groups,
ITCs, missions, schools and local mentors' help global youth tell their stories
on the Internet.” – Richard Close Servant, CEO Chrysalis Campaign, Inc.</span><br />
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-18571670430833904092017-06-17T05:53:00.002-07:002017-06-17T05:53:21.792-07:00"I am Africa. This is my Story..." Relaunched<div dir="ltr" style="text-align: left;" trbidi="on">
In 2011 UNESCO rewared me with grant to build a digital storytelling site for African youth. Have recieved many requests to relaunch it over the years. With the help Mojatu we will be launching it in Somaliland and Somali.<br />
Hear is the PowerPoint for the new classroom workshop.<br />
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<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/yaQyyesGUhZgFJ" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
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<strong> <a href="https://www.slideshare.net/richardcclose/101-how-to-digital-autobiography-by-i-am-the-story-draft" target="_blank" title="101 How to Create Digital Autobiography Storyies by "I am The Story" Draft">101 How to Create Digital Autobiography Storyies by "I am The Story" Draft</a> </strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign, Inc.</a></strong> </div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-51168208168675358822017-05-29T15:46:00.000-07:002017-05-29T15:46:44.415-07:00IBM Watson the ICON of Unemployment. What this means for Africa.<div dir="ltr" style="text-align: left;" trbidi="on">
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IBM Watson the ICON of Unemployment. What this means for Africa.</div>
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With 30 years of marketing, while working for the poor, it is both fascinating and cruel to watch the IBM Watson Ad campaign. While millions of viewer think technology is cool and the ads of the very human Watson are fun, those of us in the social industries know the flips side of this Smiling Tiger. The Watson ads send a message to consumers of greater accuracy and convenience. However, to the CEO they convey a message of eliminating high paying positions in every industry imaginable. Not to mention Watson is unconditionally loyal and without an ethical conscious. If he says no, just reprogram him, perhaps why he is male. Not so sure if you do that with an IBM Stella. IBM ironically refers to Watson as the “New Guy” in its’ ads. The “New Guy” that replaced the expert or a team of old guys.<br />
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By building one of the first technology centers in New York City I witness how in a few years<br />
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desktop PCs and LANs eliminated thousands of New York secretarial jobs. While working on the first ATM projects for Chase we talked about how these systems will eliminate retail banking positions, and yes in the 80's we saw this could be done one day on phones. While at GE we also saw the elimination of high-level analytical positions in banking and stock analysts. There was talk about how the code could write code, self-diagnose and robots building robots. In the 80s we already had code that could debug code. My dad saw this while he used a slide rule to work out how we could send a signal back from the moon on the NASA Apollo project. While we all were excited about the prospects of what we had created, and a few of us also feared the social consequences. The planet was for families, not corporate machines. We knew that science fiction had finally caught up with us.</div>
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IBM Watson is now the third wave of automation revolution to come. He replaces medical interns, engineers, coaches, music, cooking recipes for Campbell's Soup and even is targeting Bob Dylan’s music. IBM is clearing sending a message to CEOs around the world that they can replace labor, and artists, at all levels of the organization all the way down to intelligent buildings. It seems so clean and perfect like some idyllic planet visited in a 60's Star Trec show. But the dirty little secret is the world's slums are growing.<span style="mso-spacerun: yes;"> </span>Violence by desperate people is getting exceedingly more bizarre and random. Not just in the Middle East but in the US as well.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi76tEv8XOVSlOT-hjgoNj8RJu1LjAGV6olNpngSvfnCV1NnzBHDIkMOP1JVq9WF5bjsHh_fCfuQ8GAGcwz8SCpbXXb4kS0nh5WJoTAyJkzNb-CnjZOKZrYq4wuiyrjCqfQRgIm2KClR5k/s1600/ip-hatewatch-bannon-breitbart.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi76tEv8XOVSlOT-hjgoNj8RJu1LjAGV6olNpngSvfnCV1NnzBHDIkMOP1JVq9WF5bjsHh_fCfuQ8GAGcwz8SCpbXXb4kS0nh5WJoTAyJkzNb-CnjZOKZrYq4wuiyrjCqfQRgIm2KClR5k/s320/ip-hatewatch-bannon-breitbart.png" width="320" /></a><span style="mso-no-proof: yes;">Yet we are told to look they another way. While US and European Alt-Right talk radio talk shows deliver political preaching blaming immigration as the reason for low wages and underemployment, it is a distraction from the truth of automation. </span></div>
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<span style="mso-no-proof: yes;">We have seen in history when classes split too far for a variety of reasons, but this is new. While US politicians and corporations sugar coat what is happening negative sociological forces are apparent at alarming rates. In the 60's US oppression of the poor and lack of opportunity lead to riots and later social reforms. However, today it is different, at that time the poor was not armed and we had people like Rev. Martin Luther King Jr. Today media honors revenge and thug behavior. The US has perhaps over 2,000,000 gang members, with another two million in jails. They are armed (like the NRA folk) have Internet technology, money, fast cars and are globally organized. The US and global urban poverty are under ever increasing levels institutional, economic and social segregation. If we are not careful a flash point will be reached when it is one viral racist event to many. <span style="mso-spacerun: yes;"> </span>We can even argue that we that the US has already crossed that line. The use of US ICE Mexican incarceration is<span style="mso-spacerun: yes;"></span> one of many reactions that the US is Alt-Right is pushing too far.</span></div>
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At some point government, companies and community will need to come together. We will need to stop the viral hate talk shows in order to develop a coherent strategy to keep the American (and European) Dream from unraveling. Soon all the election promises to re-employ thousands of mine workers, and other jobs will surface as impossible promises, hostility will boil over. Hundreds of miners jobs will never come back because they have been replaced by what a few can do with industrial machines. The 2016 6,000 retail US stores closed by Amazon's automation are not coming back. These are the inconvenient truths that no amount of finger pointing will solve.</div>
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We seriously underestimate how deep this has traveled into the human experience and the internal rage it is creating. In old days we used tools to do a job. Today systems drive people to do the work for corporate profit. Tools/systems, such as FEDEX use people now. Ask you delivery person about how they feel about the wand they carry tracking their every move. It is a new type of slave labor ball and chain that on a daily basis jobs are being squeezed out by automation. This is happening while at the same US citizen safety nets for health retirement, school and even food are under threat. While salaries are in a race to the bottom the wealthy believe the workforce should manage the money better for health insurance and other benefits. This clueless thinking will come to an end one way or another.</div>
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While media analysts try to find reasons, or a political group, to blame for US killings in our schools and malls the real demon is not Russian influences, angry talk shows or hateful religious leaders. Perhaps the real sickness is both the pathological greed of the wealthy and the helplessness of everyone else. Being automated out of jobs. Nature has a way of restoring balance, and it rarely a pleasant sight when it does.</div>
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The relevance of these forces in Africa could not be more timely or relevant. One strategy would be to integrate with the massive automation of Amazon. This is great for Burundi coffee sales. The other strategy might be to develop small local business in African countries. Perhaps Africa needs a clear strategy for developing a micro-economies in Africa's towns and villages that lean on cultural tastes. Africa many local cultures develop local fashion, housing, furniture, and architecture could retain economies. I am not an expert, yet it seems that countries need both global and local strategies to grow and protect labor jobs. African government, small companies need to work together to protect; markets, jobs and the peace.</div>
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Stark contrast between wealthy and the poor has yielded the lessons of the US Dust Bowl, revolutions of Rome, China, Russia and the genocide of Rwanda. The fleecing of the global poor has limits we must all face.</div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-45303129198334615272017-02-20T11:37:00.002-08:002017-02-20T11:37:32.529-08:00America's New Education Tracking System, coming to country near you.<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: rgba(0, 0, 0, 0.701961); font-family: 'Source Serif Pro', serif; font-size: 21px;">While working on my Masters in Instructional Design I subbed at all levels of the US school system. In elementary school they seem to be able to read however by middle school most of the time is spent in class management. By the time they are in HS the back of the room is lost and the front of the room is looking at colleges, The middle of the room will have their jobs automated.</span><br />
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-20052322365248374312016-12-08T19:12:00.002-08:002016-12-08T19:12:25.915-08:002016 Global Education Conference Presentation<div dir="ltr" style="text-align: left;" trbidi="on">
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<iframe src="//www.slideshare.net/slideshow/embed_code/key/GLeeQu1unyUx6Y" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/richardcclose/massive-sustainable-learning-sdgs-for-2016-global-education-conferende-richard-c-close" title="Massive Sustainable Learning SDGs for 2016 Global Education Conferende richard c close" target="_blank">Massive Sustainable Learning SDGs for 2016 Global Education Conferende richard c close</a> </strong> from <strong><a target="_blank" href="//www.slideshare.net/richardcclose">Chrysalis Campaign, Inc.</a></strong> </div>Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-85186657621316019682016-08-22T20:48:00.000-07:002016-08-22T20:48:03.037-07:00Latest Branding and Web Design Program<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://www.eastendmentalhealth.com/">http://www.eastendmentalhealth.com</a><br />
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-29343888449226698232016-07-30T11:08:00.002-07:002016-07-30T11:08:57.264-07:00Constructivism Faculty Training <div dir="ltr" style="text-align: left;" trbidi="on">
The presentation on Training college faculty on Constrivism and the Global Learning Framework for eLearning Department of St Leo University, ST. Leo Fl.<br />
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<iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/nj1jU3TEIgGkmZ" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
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<strong> <a href="https://www.slideshare.net/richardcclose/constructivism-and-curriculum-design-by-richard-c-close" target="_blank" title="Constructivism and Curriculum design by Richard C Close">Constructivism and Curriculum design by Richard C Close</a> </strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign, Inc.</a></strong> <br />
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-64971335045864072742016-05-19T09:17:00.004-07:002016-05-19T09:18:16.908-07:00How Colonialism Migrates into Globalization - A Multimedia Lesson<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #fce5cd; font-family: "georgia" , serif; font-size: 18px;">A dear friend at Apple Computers asked me to SKPE the US Wayland Union Schools 10th grade on the human impact of Colonialism and how that migrates into Globalization. The class multimedia lesson is an instructional design tool for students to explore links and learn more using global multimedia. It leverages concepts form UN SDGs and Youth for Human Rights. Download available on SlideShare.</span></div>
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<strong> <a href="https://www.slideshare.net/richardcclose/colonialism-and-globalization-of-africa-by-richard-close-copy" target="_blank" title="Colonialism and globalization of africa by richard close copy">Colonialism and globalization of africa by richard close copy</a> </strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign, Inc.</a></strong> </div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-87248408234667967562016-03-02T09:51:00.001-08:002016-03-02T09:52:17.365-08:00Another gallery opening with storytelling<div dir="ltr" style="text-align: left;" trbidi="on">
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-81099997015167986112016-02-13T14:01:00.003-08:002016-02-13T14:01:50.214-08:00How can NGOs launch "Massive, Self-Sustainable Collaborative Learning" Programs?<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="" name="OLE_LINK3"></a><a href="" name="OLE_LINK2"></a><a href="" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">UNDESA – DSPD “Massive, Self-Sustainable Collaborative Learning” The
54th Session of the Commission for Social Development (CSocD54) Panel on
Sustainable Education<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></a></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">This is a slightly extended
version of Richard C Close sustainable education panel presentation that
includes material that addresses questions received after the 10 minute panel presentation.
This one of six panel UN HQ presentations from the </span></span></span>session: Education for the
Sustainable Inclusion of Displaced Populations: innovative civil society and
multi- stakeholder solutions across continents</div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">UN HQ Feb 11 2016 at 1:15pm in
Conference Room E.<o:p></o:p></span></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">More: </span></span></span><a href="http://globallearningframework.ning.com/"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">http://globallearningframework.ning.com</span></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;"></span></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">
or </span></span></span><a href="http://www.richardclose.com/"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">www.richardclose.com</span></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;"></span></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK3;">
<o:p></o:p></span></span></span></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-65383178470457982772016-02-01T12:40:00.000-08:002016-02-01T12:41:45.656-08:00Data Analytics and Evaluating Faculty/Student Experience<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "calibri"; font-size: 14pt;">I just finished reading, “</span><a href="http://www.joomag.com/magazine/internet-learning-volume-1-number-1-volume-3-number-2-fall-2014/0464655001425058342?page=73"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Visualizing
Knowledge Networks in Online Courses</span></a><span style="font-family: "calibri"; font-size: 14pt;">” by Brian Dashew of Columbia
University. It is one of the clearest papers I have read on LMS web analytics
as a tool to guide faculty on the dynamics of their online courses. In plain
English, the purpose of online graphical analytics is as follows: When in front
of a live class, we can tell how we are doing if the students are silent, bored
to death or if the room is vibrant with discussion. Graphical web analytics
allows us to see, at least at a superficial level, how our class is interacting.
Online graphical models serve up visual patterns between students and faculty
at a granular level. Graphic analytics enables faculty to see the patterns of
their online classes when they are blind to the facial reactions and body
language of their students.</span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">My exploration of learning transformation examines
the personal, cultural/experiential side of life in poverty and trauma. After
15-years of exploration, it lead to the development of the </span><a href="http://globallearningframework.ning.com/"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Global Learning Framework</span></a><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">,
Personal Learning Framework and Transformation Learning Framework. All of these
frameworks manage the collaborative contextual flow around learning content in global/local
formats. The question is how do personal frameworks play a role in contemporary
online analytic models?<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">To be fair, detailed web analytics of a single
curriculum and class are fairly closed systems (the lesson’s bubble) that are
subject to great variances when transplanted into different cultures or
personal experiences. It is in this issue that web analytics, or the analytics
of human collaboration, may in the future, unfold the hidden mysteries of
collaborative learning, and better yet, distributive intelligence. Perhaps the
evidence of shared </span><a href="https://en.wikipedia.org/wiki/Memeplex"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Memeplexs</span></a><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;"> (Richard
Dawkins) will yield their importance in this field of cognitive collaboration. <o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">While immersed in Full Sail University’s highly
collaborative graduate curriculum model, I wondered how different cultural environments
impact the student’s experience and therefore the instructional design strategy.
Evaluating online faculty suffers the same problems as evaluating classroom
teachers, each year the class makeup varies enormously. One year may be smooth
and the next year a class management nightmare. Even with the same content each
semester, students create completely new sets of challenges, thereby altering
the collaborative patterns of the course. This is as true for kindergarten as
it is for evening classes. Each class has its unique cognitive personality that
is shared between the students. One of the reasons standardized teacher
evaluations are not fair.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">In Africa, learning is a social process that
Lindemen’s landmark book, “The meaning of adult education,” saw back in 1927 (</span><a href="http://infed.org/mobi/eduard-c-lindeman-and-the-meaning-of-adult-education/"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Lindeman</span></a><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">). His
ideals on meaning and relevance were validated in my work with the Bridgeport,
CT Rescue Mission’s homeless women. The moment I put two women to work on a PC,
their production in writing their life stories and their confidence greatly accelerated
the learning experience because of the technology. It is interesting to note that
when students feel safe, collaboration accelerates; conversely an unsafe environment
shuts learning down.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">At Full Sail University, they used the </span><a href="http://www.risemodel.com/"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">RISE Model</span></a><span class="MsoHyperlink"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">,</span></span><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">
because it yields a culture of positive critique in a creative process. Full
Sail is a media school and for learning to work, the creative process must keep
flowing. RISE also facilitated the stronger, more experienced students to be encouraged,
and to help mentor other students who needed help in specific areas. RISE is a
superior tool to enhance collaborative constructs. In addition, our pod of eighteen
graduate students working through an extremely complex Masters in Instructional
Design degree created a safe collaborative environment by launching a separate Google+
circle that blocked faculty from viewing student issues. In this renegade group,
the circle would sometimes become more interactive than the classroom
environment (outside of the eyes of an analytics tool). That group often
freely discussed material contrary to the curriculum and offered collaborative
technical support on Adobe’s very buggy overpriced Creative Suite.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">It is also interesting to note how the dynamics
changed when we went to the weekly instructor webinar. Professors that used the
webinar time to present had small attendance. However, professors that used it
to tap into open debate and student background would usually bleed over from
one to two hour sessions (keep in mind these are non gradable moments, time for
real learning). In many ways, we were hungry for the analog faculty’s views (opinions)
and life experiences to enrich (give meaning) to the content in the lesson’s module.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">This structure to the Full Sail experience seem
to deliver layers of emotional context (an academic way of saying meaning): LMS
content/blog > Google + group > Webinar collaboration> late night
phone calls. Perhaps this all walks us into the space of </span><a href="https://web.stanford.edu/~roypea/RoyPDF%20folder/A67_Pea_93_DI_CUP.pdf"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Distributive
Intelligence</span></a><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;"> (Roy Pea). How do we do analytics in the
cognitive space? We need to keep in mind that web analytics are a very small
snap-shot in time and do not offer the transcendent variances flowing in the
background of the actual collaborative experience. What this means is that I
could design a highly interactive page turning a sexual harassment course for hospital
MDs, whom must pass with 90% or greater to receive a pay check, and yet yield
no significant changes in behavior toward the RNs. Analytics may tell us great
detail about interaction without yielding hidden data on transformational
perceptions/values. And yet analytics still has great value.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">At SUNY Empire State, I took a series of adult
learning graduate courses that were poorly developed. The professor’s culture was
anti-Christian that clashed with the majority of students who were working in
Christian learning centers. This created much conflict that was hidden from the
faculty. You would think faculty that was familiar with </span><a href="https://en.wikipedia.org/wiki/Malcolm_Knowles"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Malcolm Knowles</span></a><span class="MsoHyperlink"><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">’</span></span><span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;"> work would know better. The
culture clash was so intimidating that webinars were often completely silent
during professor questions. Students offered minimal, and highly filtered,
responses to blogs out of fear that they might receive low grades or have their
thesis rejected.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Variances in the cultural views of the instructor
and the experiential frameworks of the students will yield different results each
time a class is run with the identical course design. In K-12 using the
identical Pearson Common Core curriculum, two different third grade classes in
the same school will have great performance variances between them. One class can
be easy to control and another a class management nightmare. Personalities,
emotional makeups and even male/female ratio greatly transform the global and
personal experience in the lesson. These are highly complex variances. I have
taught in both high entitlement and poverty settings with similar content that
always yielded dissimilar results. Two teachers using the same Common Core
history textbook will have completely different outputs if one teacher is a
Republican and the other a Democrat. The goal to achieve a Common Core in an
uncommon world is delusional at best. Our challenge for analytics is to grasp
the deeper human experience. Sometimes no link or response at all indicates a deeper
form of transformation or that defiance is taking place. In other words, deep
learning can take place when nothing is showing on the surface. Deep reflection
may not create any visible link to track.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">We would like to believe we can dissect culture,
values, and personal experience out of the Instructional Design experience for predictable
control group outcomes, however these beliefs can lead to delusional or
disinformation in the research. The downside is we can fool ourselves that real
transformation is taking place by designing in more collaborative interaction. The
underlying truth we maybe forcing online collaboration on mechanical level that
to the student is simply irrelevant, boring or forced compliance instruction. Perhaps
the greatest learning experiences in school are exceeding messy, emotionally
challenging, unpredictable and making measurement grading extremely difficult.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Until we can honestly grasp the cultural,
emotional and experiential framework of each individual and it’s distributive
impact on the lesson, analytics of instructional design may be more like
placing a wine glass on a door to Grand Central Station during rush hour and
declaring, “A lot is going on here.” The truth is, many lonely people are sitting
in boxcars and that have a lives that do not make much sense.<o:p></o:p></span></div>
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<span style="font-family: "calibri"; font-size: 14.0pt; mso-bidi-font-family: Calibri;">Learning web analytics can greatly enhance the
faculty’s understanding of “what” is going on (or not going on) in their online
classes. We just have to dig deeper as to “why” it is happening on the
student’s experiential level.<o:p></o:p></span></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-20426889288352760202015-09-23T10:33:00.002-07:002015-09-23T10:33:45.058-07:00Global Learning Framework Launch<div dir="ltr" style="text-align: left;" trbidi="on">
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/1fUpXKNBUAg/0.jpg" src="https://www.youtube.com/embed/1fUpXKNBUAg?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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<span style="font-family: "Trebuchet MS";">After over 10 years
of research the Global Learning Framework™ is being launched as a six part
course outside of the authority of academia.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">Back in 1998 when I
was launching eLearning companies, ghost writing analysts papers on LMSs and
running NYC technology center I had serious doubts about the theories and methods
of Adult Learning and corporate learning technologies and methods. It was a
time of the birth of network technology. Learning was no longer to be the
trickle-down forced-indexed based drill-and-kill we were taught.<span style="mso-spacerun: yes;"> </span>The human race had finally invented a way to for
globally collaboration (learning) to take place in a way that completely
bypassed corporate, academic and authoritarian structures. <o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">As jumpstart speaker
in the 1998 international eLearning conference I coined the phrase “Search Learning”
that pointed out that the Web is not indexed like text a book and that both
curriculum design and learning technology will have to change into a way humans
naturally learn, collaboratively. This meant a massive investment in technical
and strategic paradigms for the academic and learning industries, so it was
simply ignored.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">By 2003 I shifted
my attention to the NGO world of developing transformational lessons of US Homeless
Women and African groups. By 2010 an analysis of Adult Learning Theory left me
stunned with substandard research filled self-justifying syntax, inexcusable
poor research and generalizations that demand a Scientology like faith that
came from the popular published professors of major academic institutions. Leading
Institution professor were making tidy sums with research that would of gotten them
fired in any of my client companies. Brookfield 1995 paper “Storming the
Citadel – Reading Theory Critically” address the problems in academic learning
theory however it does not cover the dire consequences of academia delivering
graduates with so little moral fabric. Graduates that can fleece counties of
trillions, war for oil fields, and 100,000 suicides over GMO small farm deals.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">While the academic
bubble continued these self-justify theories of transformation and “Relativeness”
an entirely separate world in the streets using the ideas of Malcolm Knowles,
Pablo Frieri and John Dewey with educators / volunteers were doing the real transformational
work with literacy and life skills programs. In the streets, personal and
cultural frameworks were not “relative” they were the driving motivational
tools for personal development. Character development was far more important
than workforce competence development. Concurrent to elites theory lectures
movies such as “Freedom Writers” and “Precious” show the public what it takes
for real transform needs to take place. I have replicated the methods of these
movies with remarkable results. I refer this work in the Global Learning
Framework course lessons.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">Yet quietly tucked
away is the research for Yale Baby Lab that definitively illustrates the
toddler from birth understand right from wrong, values and how every piece of
content is wrapped in context.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">Of course while all
of this is taking place by 2007 the entire world wired itself together in a
Global learning collaborative experience that could care less of anything to do
with academia. With no assessment or test Google served up massive content
within personal context. Here the tables were completely turned, it was the
content that was rated and not the learner. With US and African academic yield
and a combined unemployment, or under-employment a cry for re thinking academic
theory and methods is urgently now.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">In the streets
educators knew that common core in uncommon core was nothing more that academia
as an industry. The truth was that the people of the world were well on the way
evolving the Collaborative Core. We as strategic and instruction designers had
better adopt to integrating our lessons into this world no matter how out of
control is seems. Tragically the APA religionist pushes the replicating of
mistaken theory of the past on graduate students who are forced to create
thesis of religions agreement to finish a $50,000 sheepskin. The rivers of the
world’s knowledge are waiting to burst through the gateways of smart boards and
smart phones in every teen’s pocket. <o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">The human race
figured out how to learn collaboratively on a global bases the same way we learned
in caves and mentored our young in the fields.<span style="mso-spacerun: yes;">
</span>African learning is social, and perhaps that is hard for the
authoritarian to control. Ironically it was in 1927 when Lindeman flagged the
flawed subject learning curriculum should be experiential learning and reminded
us the “Learning is a Social” experience.<o:p></o:p></span></div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Trebuchet MS";">We need a Global Learning Framework that
clearly defines how we learn tribally/collaboratively that any system designer,
teacher or mentor can hang a lesson on that is 100% relevant to the learner. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Trebuchet MS";">We need Personal Learning Framework that
clearly defines how we take in the world, figure it out and create. We need a personal
Learning Framework that embraces personal character development along with cultural
and personal values, not sanitize them out. These methods must enrich the human
experience in a way Blooms and other academic taxonomies deny. The human
experience is not Dr. Spock world of pure intellect in denial of human emotion.
Here is where clarity is needed on how context is more important than content and
how we do curriculum design, something and teen with smart phone knows.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Trebuchet MS"; mso-bidi-font-family: "Trebuchet MS"; mso-fareast-font-family: "Trebuchet MS";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Trebuchet MS";">We need a Transformation Learning Framework
that is not for elite Ph.D. in Ivy League schools but for the people of the
world who must be provided with the experience necessary to lift them selves
out of trauma and poverty. <o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">Finally we need
theory to be united with methods that anyone can understand and use at any
level of society. Theory and method needs to define how we personally change
the global experience while at the same time the world changes us. Dewey’
democracy in learning is so spot on that the world of drill and kills is dead.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">It is intentional that
I launch the Global Learning Framework outside of the authoritarian academic
religious institution. While I do own the copyright and trade make of names we
truly open it to the field of research and people in the trenches doing the
real work. Over the coming week I will publish five more lessons along with the
curriculum that I used in testing the methods Africa, US schools and US urban
poor. All papers are readily available without charge on Academia.edu,
SlideShare and our Global Learning Framework Community.<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS";">More information
and the complete course will be located at: <a href="http://globallearningframework.ning.com/">http://globallearningframework.ning.com</a>.
<o:p></o:p></span></div>
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<sup><span style="font-family: "Trebuchet MS";">Global
Learning Framework, Micro Learning Paths Personal Learning Framework and
Transformation Learning Framework and the trademark and copyright of Richard C.
Close 2010 -2014<o:p></o:p></span></sup></div>
</div>
Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-77214518282130248372015-08-24T07:19:00.000-07:002015-08-24T08:45:34.589-07:00How to Develop Social Change Programs that Stand the Test of Time<div dir="ltr" style="text-align: left;" trbidi="on">
By Richard C. Close<br />
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<o:p></o:p></div>
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BOX. Imagine a champion football team that
is highly trained and ready. The coach gets them psyched up in the locker room.
As they run out onto the field, they hear 50,000 people cheering. However, when
they arrive on the field, there are no goals. Unthinkable in sports and yet we
build many social change programs and country education systems like this all
the time.<o:p></o:p></div>
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Academia claims it wants to transform poverty; however it
must transform core principles in how it views experiential learning and
evaluates what success means to the student. <o:p></o:p></div>
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What must really change? Negative culture values as well as
bad corporate ethics run deep into individual characters and institutions. In
addition, hate, abuse and institutional racism or classism sometimes infects us
in subtler forms such as: favoritism, better grades or exclusive opportunities.
A tall good looking white female or very handsome African will have an easier
time opening doors for sales or climbing corporate ladders. No matter what the
driving value system, favoritism or addictions are deep visceral values that
are not only hard to change but manage the world around us.<o:p></o:p></div>
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Box: STEM testing of a country’s students only provides data
about how well the curriculum was designed and how the children were drilled.
It does not provide a measure for how they will succeed in life or if they can
even find a job.<span style="mso-spacerun: yes;"> </span>Our current forms of
measurement are nothing more than the self-justification of a publisher’s
curriculums and authoritarian academic fads. Academia is tap dancing around the
real issues of why we seek an education, quality of life and employment.<o:p></o:p></div>
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How to raise a child for quality of life? Change
starts to happen when we experience something in our core when we know
something is wrong or should be improved. For years, education theory has
arrogantly viewed youth and adults like empty buckets. Obviously these
theorists have not taught kindergarten or in the hood. In addition,
behaviorists believe the environment makes us who we are. Yet new research from
Yale’s Baby Lab clearly demonstrates that an infant at the age of three months
has a clear idea of right and wrong. Google “60 Minute Yale Baby Lab.” It turns
out that babies also understand how to reward positive bunny behavior they
observed. This means that right and wrong are intrinsic to the human experience;
they are not relative religious concepts.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Values have Value:</b> There is an argument that it is dangerous to
teach values because this is religious thought. My experience is that whenever
any learning is taking place, what always takes place is that the learning environment
imprints the values of the teacher and institution with the lesson’s knowledge.
We learn and are taught values no matter what we do, because everything is in
context with something else.<span style="mso-spacerun: yes;">
</span>Selfishness, atheism or even apathy are all values contained in a
learning experience. The only question is, what are the values being adopted during
the lesson. Think of the variances of teacher attitudes and their impact as you
went through school.<o:p></o:p></div>
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In order to build a program that requires individuals or
institutions to change behavioral values systems, several things must take
place in sequence. First, they must witness that something is wrong and perceive
it as wrong. Second, they must see that the right behavior is better for them
personally. Third, they must adopt the training personally. <span style="mso-spacerun: yes;"> </span>Fourth, they must enter into a social
environment that supports the positive change. This last point is the tricky
one, and the one most avoided by school and NGO analytics. Corporate training
fails when someone is blocked from using the newly trained methods. A weekend
retreat may train employees to trust and be creative yet when they return to
work they must deal with an arrogant VP with a Napoleonic complex. In another
case, someone may convert to a religion that mandates to love one another and
then return to a community of hate. A woman certified in Microsoft is force to
marry a husband in a mud home. These are all real scenarios that conveniently
evade Measurement and Assessment analysis. The real goal post for K-12
analytics is if once they graduated, they found a nice job and found meaning in
life.<o:p></o:p></div>
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BOX: Transformational Learning is
experiential. Developing programs for social change requires four kinds of
experiences for deep change to take place. First, to have a disruptive
experience that shows that the current behavior is wrong. Second is to acquire
the skills and values of the right behavior. Third is to adopt the new
knowledge as part of them. Fourth is also the hard part. The changed person
must experience that their new positive skills will be a support to them and
they can survive in an environment that may be hostile.<o:p></o:p></div>
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Academia’s current religion of “relativeness” states that
values are relative. There are few concepts that are further from the reality,
but this is the new Harvard education fad. When human values drift, or are
snuffed out, personal and global atrocities are soon to follow. All great
leaders of Peace: Rev. Martin Luther King, Gandhi, Rev. Desmond Tutu are those
of deep spiritual values, not to mention America’s founding fathers. The
paradigms of greed vs. love are not relative by any means. The values of men
who bring peace and those who bring oppression are very different.<o:p></o:p></div>
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Programs such as Nancy Regan’s “Just say no” simply do not
work. Bad habits come from social/personal conditioning and transformation needs
to also come from a deep and reinforcing social experience. Destructive traits
need to be extracted the same way they were integrated into the person. A
compliance course on sexual harassment, billboard or poster is unlikely to do
the trick. Real social change needs both the personal internal framework to
change and the collective of human collaboration to bring it about. When
programs are asking for the reversal of entrenched generational value systems
in a few hours or the same in a 28 second commercial, they may spark something,
but not start the fire of transformation.<o:p></o:p></div>
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For those of us in the training and
transformation business, media programs such as, “Youth for Human Rights,” and
the movie, “Freedom Writers,” are excellent in presenting the first phase of
shock that something is wrong. Yet just showing this material to youth and
educators will not bring about change. Youth must adopt knowledge by understanding
what to do when rights are violated. NGOs such as journeysinfilm.org develop
curriculum around these films. Youth must experience through bold and piercing
experiences that there is a way out of the old negative patterns and that way
will be rewarded. In the true story of Freedom Writers, South LA gang member
students are taken into the Holocaust Museum to experience the ultimate gang,
the Nazis. Then they get to meet actual victims of Auschwitz and the women that
protected Ann Frank. <span style="mso-spacerun: yes;"> </span>Yet even as powerful
as this movie is, faculty that see it, and are deeply moved, know that when
they walk into the school on Monday morning, their hands and mouths are tied by
current administration and curriculum.<o:p></o:p></div>
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In many ways, the struggle of Christianity over the years is
evidence of this process. Jewish traditions (2000 year ago) that were based on
many strict laws institutionalized the hate of the Samaritans and the marginalization
of women. These teachings collided with the Jewish teacher, Jesus of Nazareth.
Jesus’ challenge as an educator was that His core twelve teachers were of the
Jewish Religion at the time. Jesus used two methods of training. First,
parables that set up a mental framework of right and wrong based on the primary
value, “Love one another.” Second, He repeatedly demonstrated and broke unjust
laws: touching lepers, dealing with money changers, the hypocrite’s displays of
false prayer, embracing tax collectors, working on Sunday and of course the
forgiveness of the adulterous women shattered the judgmental framework of the
Jewish traditions within His teachers. Jesus also favored the poor over the
rich, another dangerous radical idea. (Note: modern day Judaism does not
represent the oppressive social version at that time.) Third, the apostles needed
to adopt His teachings and follow them against dire consequences by severing people
of need the same way Jesus did. Fourth, they had to witness the building of the
Christian culture and that the teaching to love one another was possible.<o:p></o:p></div>
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I’ve pointed out change to right behavior must have fertile
ground to grow in and be supported. Christians met in small groups at that
time, the same way they do in China today. Small secret groups support one
another while learning how to love one another. This is what academics call
collaborative constructionism. <span style="mso-spacerun: yes;"> </span>How
ironic it is that the behavior of Christian groups has moved onto Twitter and
Facebook. Jesus created the modern day collaborative training model for sustainable
global change.<o:p></o:p></div>
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Without social reinforcement the training dies. What is
interesting about using Christianity as a case for global social change is how
many churches lost the radical teachings of Jesus. Politics, fear, arrogance
and money took them over leaving physical shells of the original teachings.<span style="mso-spacerun: yes;"> </span>Without the first two parts of change: to witness
what is wrong and to have the skills to fix it, the church under Rome’s culture,
went on for thousands of years embracing judgment, power, oppression and
cultural separation. No matter how scholarly the lecture is from the pulpit, a
church that does not provide the experience to “love one anther” is empty and
dead to the original teachings of Jesus. If the fourth phase of change is not
reinforced by positive values once learned, that supportive, loving behavior
dies and thereby stops the positive behavior. The result can twist an
instruction to the point of Nazi flags in churches or church massacres in
Rwanda.<o:p></o:p></div>
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The take away with social change models is that we often
underestimate that when someone acquire new knowledge and has the skills to
evoke social change, they must also have the outlet to evoke that change and
obtain social support for change to be integrated into life.<span style="mso-spacerun: yes;"> </span>Educational programs that boast of high
graduation rates yet ignore job placement, have left the US with over one
trillion dollars of student debt and a stunning 50% underemployment rate. In
Africa and throughout the world, we crank out STEM and Common Core students
with no place to work on a regular basis claiming success in our measurement
documents. These are staggering numbers that are ignored by student testing
analytics.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwSv9Ft-VznLHT7F0aR7YzVD8Z-7ZmDdhlsdLK8rejLNMU7sVUnMz2f6Lxd-v-kDcj5M_e372uvn6HwVtJZBTYAheVhH75A52kH1l92CEOBuWu6af_ZX3qJzBAnPDJ60xwhcWWADohQDQ/s1600/31+129+copy.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwSv9Ft-VznLHT7F0aR7YzVD8Z-7ZmDdhlsdLK8rejLNMU7sVUnMz2f6Lxd-v-kDcj5M_e372uvn6HwVtJZBTYAheVhH75A52kH1l92CEOBuWu6af_ZX3qJzBAnPDJ60xwhcWWADohQDQ/s200/31+129+copy.jpg" width="133" /></a></div>
<div class="MsoNormal">
In this picture, a young Kenyan girl finds
a girl orphaned by the death of her parents. She picks her up and goes to the
chief to report that she will take care of the child. From there, the woman
brings the child into the orphanage where her mother works and she learns the
skills to take care of a baby. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Like the rescue of this baby, we need social change programs
that are complete solutions. In “Freedom Writers,” we not only need to
illustrate what is wrong, we must provide youth with the skills (including
values) and an avenue for the individual to find purpose and meaning in their life
with these new beliefs. Schools and government curriculum must be held
accountable for unemployment, crime rates and our growing poverty. Only when we
connect these dots will real positive social change through Measurement and
Evaluation take place. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Dr. Joni Schwartz, who developed the Downtown Learning
Center with 700 adult learners and 200 plus volunteers, once told me, “Young
men of color do not drop out of New York City schools. They are called ‘Push
Outs’.” In research, over 90% of young men of color, when asked if they wanted
to drop out said, “No.” The hostile environment of the hood and a grading
system of punishment pushes them out. When we use the words “Push Outs” the result
of the research changes into hard truths, because the burden of success falls
back on the government.<o:p></o:p></div>
<div class="MsoNormal">
<br />
<o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgj0kaoNV5HCWt-kd9nz6c0TuXMun5Iln4ob7w7Fpqb61zh1pICdBNPt82VGXOjCRPUtZI2gcRovrd_IlkTyyAtocoIA2cWr_oLZmEGUXXwBo8cbO98CDtFT6aCadc2Lou1hwjazIGwI/s1600/Screen+Shot+2015-06-09+at+7.42.50+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVgj0kaoNV5HCWt-kd9nz6c0TuXMun5Iln4ob7w7Fpqb61zh1pICdBNPt82VGXOjCRPUtZI2gcRovrd_IlkTyyAtocoIA2cWr_oLZmEGUXXwBo8cbO98CDtFT6aCadc2Lou1hwjazIGwI/s320/Screen+Shot+2015-06-09+at+7.42.50+AM.png" width="320" /></a></div>
<div class="MsoNormal">
While developing a life skills curriculum for a US women’s
homeless center, all of the classes were in groups. The curriculum was simple
outlines of deep questions about how they deal with the real world once they get
out of the mission. We saw great transformation, such as diet changes and
dealing with families, but it was not from either the information presented or
personal reflection. It was the power of collaborative group support that
ranged from sobbing regret into cheers. In every class was the element of
surprise that was not in the curriculum; it was with the profound life
experiences of the women. In one class, an elderly woman abused and addicted
since early child hood said she could not write and no one was interested in
what she had to say. One of the women saw she was holding a piece of crumpled
paper and they all cajoled her to read it. Only until one of the women said,
“You are among friends who love you. None of us are perfect. Please share.” Nervously
she read her poem, struggling to read her own words. We were all blown away by
this brilliant poem and brought to tears with half of the group leaping onto
her couch to hold her. Even now I cry thinking about it. Life can be unfair,
mean, selfish and hard; we need experiences of opposing good to transform
people. In another case, a woman left a program early to return to drinking
with friends in high society. She honestly thought she was strong enough, yet
within a few months, she took her life. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Trauma from social injustice is just like a hurt child; she
must find safe human arms to run into to be healed. Without safe loving
environments to heal (and grow) in, life can leave scars that never heal.<span style="mso-spacerun: yes;"> </span>Poverty is a state of trauma for both
children and adults, we must deal with these values concurrently with state
mandated curriculums. The healing of Rwanda, Germany and Japan are all evidence
that we must bring reconciliation and peace to traumatized people to help them
believe and integrate hope into their lives. Real honest social change programs
take time, lots of time. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
America is the symbol of equality and yet it is still
healing from its civil war and slavery. We had a slaughter in a North Carolina
church, yet it was met with the entire town uniting in protest declaring, “This
is not who we are.” We are stunned when we see race riots in Baltimore, but
then we also see a human barrier of people walking between the angry youth and
a violent police force shutting down these riots.<span style="mso-spacerun: yes;"> </span>All of this is evidence that there is hope in
the collaborative experiences of life. Perhaps we still are the Yale babies who
know right from wrong.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If you are developing a program for social change, keep in
your heart that “learning is a social experience.” The campaigns may start a media
spark of change, but it will only reach its objectives by being supported with
the experience of a collaborative loving people. We cannot just train. We must
prove that our program works.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<br /></div>
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Richard C. Close, IDTMS has over 25 years in the corporate,
education and NGO learning industries. He is developer of the Global Learning
Framework and CEO-Servant of the Chrysalis Campaign, Inc. that provides
transformation learning programs. Authored several book on transformation of
the poor. His work can be seen at www.richardclose.com.<o:p></o:p></div>
</div>
Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-54709823120347452892015-06-01T19:44:00.001-07:002015-06-01T19:44:14.075-07:00GLOBAL LEARNING FRAMEWORK <div dir="ltr" style="text-align: left;" trbidi="on">
<b>by Richard C. Close</b><br />
<br />
It has been a work in progress since 2010 however the foundational structure for the Global Learning Framework is about complete. It became aparent that current Adult Learning theory is so vague and dated that I needed to identify how learn collaboratively and how that impacts our development of the Internets Global Learning Narrative.<br />
<br />
We also need education theory and methods to be the same things. Something an educator or volunteer can keep in the back of their mind while tutoring or during curriculum design,<br />
I am modeling the course for the Global Learning Framework to be in five lessons. These have been posted on Slide share as works in progress and by summer's end will be an eLearning course and workbook. In addition I will do a series of recorded webinars within the Global Education Conference environment.<br />
<br />
Please feel free to share this material with collegues with the understadning it is copyrighted.<br />
Global Learning Framework is the copyright and Trademark of Richard C. Close<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148138" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
<div style="margin-bottom: 5px;">
<strong><a href="https://www.slideshare.net/richardcclose/part-1-global-learning-framework-introduction-by-richard-c-close-42148138" target="_blank" title="Part 1 Global Learning Framework - Introduction by Richard C Close">Part 1 Global Learning Framework - Introduction by Richard C Close</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148257" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
<div style="margin-bottom: 5px;">
<strong><a href="https://www.slideshare.net/richardcclose/part-2-global-learning-framework-by-richard-close-42148257" target="_blank" title=" Part 2 Global Learning Framework by Richard Close">Part 2 Global Learning Framework by Richard Close</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148373" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
<div style="margin-bottom: 5px;">
<strong><a href="https://www.slideshare.net/richardcclose/part-2-of-the-global-learning-framework-course-at-httpgloaballearningframeworkningcom-global-learning-framework-is-a-2010-copyright-and-trademark-of-richard-c-close-richardcloseblogspotcompart-3-personal-learning-framework-basics-by-richard-close" target="_blank" title="Part 2 of the Global Learning Framework Course at //gloaballearningframework.ning.com Global Learning Framework is a 2010 copyright and trademark of Richard C. Close richardclose.blogspot.comPart 3 personal learning framework basics by richard close">Part 2 of the Global Learning Framework Course at http://gloaballearningframework.ning.com Global Learning Framework is a 2010 copyright and trademark of Richard C. Close richardclose.blogspot.comPart 3 personal learning framework basics by richard close</a></strong> from <strong><a href="http://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148730" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
<div style="margin-bottom: 5px;">
<strong><a href="https://www.slideshare.net/richardcclose/part-4-transformative-learning-framework-by-richard-c-close-42148730" target="_blank" title="Part 4 Transformative Learning Framework by Richard C. Close">Part 4 Transformative Learning Framework by Richard C. Close</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148758" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
<div style="margin-bottom: 5px;">
<strong><a href="https://www.slideshare.net/richardcclose/part-5-how-to-handle-classroom-global-diversity-in-curriculum-design-with-a-powerpoint-template-web-download-2" target="_blank" title="Part 5 How to Handle Classroom Global Diversity in Curriculum Design with a PowerPoint Templates">Part 5 How to Handle Classroom Global Diversity in Curriculum Design with a PowerPoint Templates</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
</div>
Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-54022949674727261272015-05-21T18:17:00.000-07:002015-06-03T11:13:16.402-07:00Example GLF: Edmodo eLearning African Course Using Global Content<div dir="ltr" style="text-align: left;" trbidi="on">
<b>Edmodo - Africa Aqua Farming Project Based Learning</b><br />
<br />
The following YouTube is a walkthrough of course that is sort of like gaming. Unlike typical eLearning courses were all content and rules are self-contain in the lesson. This course uses my methods of the Global Learning Framework to turn making a business plan for a fish farm into a Internet search for local resources in order to build a real Fish Farm business plan.<br />
<br />
This is model and not the finished course. My gratitude to the South African NGO www.sarinessa.org for permission to use their images and content. Below is the draft of the concept course.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
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<br /></div>
Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-88086174804837683172015-05-15T05:38:00.001-07:002015-05-15T05:38:05.132-07:00LMS vs. Social Learning Systems - Moodle vs. Edmodo<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11pt;">While doing analysis for Full Sail University graduate course it
made me reflect on the 20 year in the learning business and in particular all
the flaws of LMS strategies we often talked about in the back rooms. It is
amazing that 15 years later how we are still living with authoritarian pedagogy
of the LMS and yet there is some light in the dark tunnel with Social Learning
Systems.</span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">LMSs are very basic to understand when we know were they came
from and why pedagogy is something educator applies to them but they were not
designed to do. Only with new LMSs like Edmodo (that in many way I would not
classify as LMS.) A Ning, Mightlybell, Twitter and Tumblr are systems that
manage how we learn. Facebook is a Learning System. So lets call the new bread
Social Learning Systems, a place were distributive intelligence and out of the
box global collaborative lives.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">Our first hint is that is that Social Learning Systems the
learner is in control through their Personal Learning Network. They choose what
to learn and what to explore. The Learning Management System is controlled
central knowledge distribution and tracking and the centralized systems in
tight control. In the Social Learning System the users have the rights to
collaborative modify, republish and share knowledge, in other words is has a
pedagogy of "trust" in a Learning Management System you can discuss
about distributed knowledge but you can not modify it. THE LMS if authoritarian
Frieri “Pedagogy of the Oppressed” and Social Learning Systems are democratic
Dewey “Experience and Education in their nature. If Dewey and Frieri were alive
today they would have field day with this stuff. Edmodo and Schoology are
blends of these two worlds, however please note that these two SLS do not focus
on the tracking of Knowledge Objects or there copyrights. They simply provide a
folder of you to put stuff in. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">In FSU we think you have freedom of knowledge and expression in
the blog (to an agree we do) but we have little in real architecture of the
system. In an LMS all knowledge is hyper controlled deployed through
non-modifiable learning events that control what is expected to be known
in each event. Although we may market this as collaborative learning it is the
total opposite of a Facebook or Tumblr. If the FSU LMS was we could
see what last year's students did for projects and modify them, something we
requested. This is a key difference….Freedom of thought. An academic knowledge
system can not be modified or commented on. In a sense we must accept what
an academic journal/Rubric says as authoritarian fact. Why on Facebook or
YouTube we can morph that document/song into anything we want without our
fear of repercussions, if it is in socially acceptable boundaries. Society and
communities judge and not an information system or institution.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">LMSs in this course that we are looking at were, and still
are, registration systems. Their parental roots come from when the NYC
banks demanded of people like CBT Systems and Skillsoft that they
track how many desktop users were actually using the million dollar contracts
of MS desktop CBTs licenses sitting on their desks. All this stuff was
concurrent with the deployment of Novell LANs. It is important to understand
the IT and financial issues that drove the early eLearning markets technology.
IT history parallel tracks the eLearning industry. Early LANs did not have the
bandwidth to handle multimedia the way they do today. This greatly restricted
the use of video and other heavy band with Instructional Design methods.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">LANs gave personnel the power to track what the company’s
workforce knew, the birth of workforce competence/management. Using Registrar
and CBT Systems the bank soon found out that only about 12% of employees
were using the training material and even then only small chunks. “So why are
we paying for unused knowledge transference? ” thought the banks. Staff did not
want whole courses they only wanted small chucks when an issue came up. While
consulting IBM Catapult we redesigned the CBTs and Microsoft Step by Step books
to map to this Search Learning pedagogy. I do not think many designers were
thinking about stuff like Bloom's taxonomy at the time.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">The LMS as we traditionally know it is basically only a
tracking and delivery system. It is an unintelligent front-end to delivering
copyrighted knowledge and to tracked users. At FSU it gives the university
a front end to their registration and billing system. The Pedagogy part the
instructor attempts to offer on top of the system with rubrics etc. But the
system itself could care less. It only tracks if you are on time. Did the
assignment and the grade. It is graceless and cold piece of learning technology
that could careless about what you say in a blog, only that you responded. The
dirty little secret we as analysts knew all along is that the LMS does not
track learning at all, it only track events and objects. Pedagogy is about
learning; LMS is about corporate assets, a hard pill to swallow.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">My advice is to divide LMSs into two worlds, <u>Social</u>
Learning Systems (Edmodo,Schoology) and <u>Tracking</u> Learning Management
Systems (Moodle, Saba).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">When you look at it this way you will see tracking systems for
corporate/military settings and the Social Learning Systems for public Internet
settings. It is interesting to note the incredible size of Edmodo's 33,000,000
users was the dream of every VP of Sales of any eLearning.com. While no eLearning
company achieved these numbers of users Edmodo did it. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: .5in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">Note: University of Phoenix knew from day one that learning was
a social experience of like-minded people and in only four years dwarfed the
largest private university in the country, NYU. Columbia University following
the traditional LMS route of authoritarian branding and failed.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">In making a choice we must figure out if our lesson is a shared
social experience that requires pre-existing knowledge inside the heads/hearts
our community of learners (Social Learning) or is it authoritarian corporate
tracking that trickles down product and process. Both have their place and for
different purposes.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt;">
<span style="color: #262626; font-size: 11.0pt; mso-bidi-font-family: Times;">References<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">FREIRE, P. (1993) Pedagogy
of the Oppressed (New York, Continuum). Retrieved form </span><span style="color: black; font-size: 11.0pt; mso-bidi-font-family: "Lucida Grande";"><a href="http://www.users.humboldt.edu/jwpowell/edreformFriere_pedagogy.pdf">http://www.users.humboldt.edu/jwpowell/edreformFriere_pedagogy.pdf</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black; font-size: 11.0pt; mso-bidi-font-family: "Lucida Grande";">Dewey, J (1938) Experience and Education New York, The
Macmillan company, 1938 xii, p., 2 l., 116 p. 19 cm.,<span style="mso-spacerun: yes;"> </span>07/21/2014 Retrieved from <a href="http://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf">http://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf</a>
</span><span style="color: black; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-62150549025798827872015-04-06T17:00:00.000-07:002015-04-06T17:00:12.971-07:00African Aqua Farming Game proposal<div dir="ltr" style="text-align: left;" trbidi="on">
For a gaming lesson within my Full Sail University Masters in Instructional Design I develop a Project Based Learning style of game that was not self contained but leverage the collaborative content on the internet.<br />
For this I contacted the NGO Sarnissa that is driven through Sterling University. In the game the farmer works with a team exploring the resources of the Internet on Aqua farming and ends with a 100% releven business plans and badge.<br />
This game is based on the methods of the Global Learning Framework and Transformation Learning Framework.<br />
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<iframe src="//www.slideshare.net/slideshow/embed_code/46700883" width="476" height="400" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe>
<br /></div>Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-21243868827571195742015-03-11T08:38:00.000-07:002015-03-11T08:38:00.170-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
Knowledge Transference and Cross Curriculum Instruction<br />
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Our goal in HS shop is safety but not in just obeying rules but in full comprehending the forces at play. Last semester I watch a level of shock and fear when faced with power tools like table saws and radial arm saws. The idea was to not only sensitize them before enter the shop but also develop a knowledge base that would help the mast the tools.<br />
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Past of this is to take away the fear of the unknown. I developed a film that mirrors and instructional PowerPoint. The clips in movie are embedded in the PowerPoint so the shop teacher can hop in at any point to review the next piece of equipment they will use.<br />
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We have noticed a significant leap in focus on how this semester's student approach and use equipment. It seems there are few gross mistakes and less setup time for each student. The knowledge of force definitely transfers to the shop floor. This is in HD.<br />
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-35193270664056116612015-02-23T17:29:00.005-08:002015-02-23T17:31:56.174-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
"Teach In Africa" by Richard C. Close<br />
A walk through the Kenya Rift Valley and reflection on the collaborative nature of African learning.<br />
This is an assignment for Full Sail University Master in Instructional Design.<br />
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<iframe allowfullscreen="" frameborder="0" height="281" mozallowfullscreen="" src="//player.vimeo.com/video/120422622" webkitallowfullscreen="" width="500"></iframe> <br />
<a href="https://vimeo.com/120422622">Close Richard Teaching in Africa Vimeo</a> from <a href="https://vimeo.com/user2446998">Richard C Close</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-69701855140659347972015-01-27T19:36:00.000-08:002015-06-01T19:40:55.098-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
<b>GLOBAL LEARNING FRAMEWORK - Developer Richard C. Close</b><br />
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It has been a work in progress since 2010 however the foundational structure for the Global Learning Framework is about complete. It became aparent that current Adult Learning theory is so vague and dated that I needed to identify how learn collaboratively and how that impacts our development of the Internets Global Learning Narrative.<br />
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We also need education theory and methods to be the same things. Something an educator or volunteer can keep in the back of their mind while tutoring or during curriculum design,<br />
I am modeling the course for the Global Learning Framework to be in five lessons. These have been posted on Slide share as works in progress and by summer's end will be an eLearning course and workbook. In addition I will do a series of recorded webinars within the Global Education Conference environment.<br />
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Please feel free to share this material with collegues with the understadning it is copyrighted.<br />
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<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148138" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
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<strong><a href="https://www.slideshare.net/richardcclose/part-1-global-learning-framework-introduction-by-richard-c-close-42148138" target="_blank" title="Part 1 Global Learning Framework - Introduction by Richard C Close">Part 1 Global Learning Framework - Introduction by Richard C Close</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148257" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
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<strong><a href="https://www.slideshare.net/richardcclose/part-2-global-learning-framework-by-richard-close-42148257" target="_blank" title=" Part 2 Global Learning Framework by Richard Close">Part 2 Global Learning Framework by Richard Close</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148373" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
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<strong><a href="https://www.slideshare.net/richardcclose/part-2-of-the-global-learning-framework-course-at-httpgloaballearningframeworkningcom-global-learning-framework-is-a-2010-copyright-and-trademark-of-richard-c-close-richardcloseblogspotcompart-3-personal-learning-framework-basics-by-richard-close" target="_blank" title="Part 2 of the Global Learning Framework Course at //gloaballearningframework.ning.com Global Learning Framework is a 2010 copyright and trademark of Richard C. Close richardclose.blogspot.comPart 3 personal learning framework basics by richard close">Part 2 of the Global Learning Framework Course at http://gloaballearningframework.ning.com Global Learning Framework is a 2010 copyright and trademark of Richard C. Close richardclose.blogspot.comPart 3 personal learning framework basics by richard close</a></strong> from <strong><a href="http://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148730" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
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<strong><a href="https://www.slideshare.net/richardcclose/part-4-transformative-learning-framework-by-richard-c-close-42148730" target="_blank" title="Part 4 Transformative Learning Framework by Richard C. Close">Part 4 Transformative Learning Framework by Richard C. Close</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42148758" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"></iframe><br />
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<strong><a href="https://www.slideshare.net/richardcclose/part-5-how-to-handle-classroom-global-diversity-in-curriculum-design-with-a-powerpoint-template-web-download-2" target="_blank" title="Part 5 How to Handle Classroom Global Diversity in Curriculum Design with a PowerPoint Templates">Part 5 How to Handle Classroom Global Diversity in Curriculum Design with a PowerPoint Templates</a></strong> from <strong><a href="https://www.slideshare.net/richardcclose" target="_blank">Chrysalis Campaign</a></strong></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com1tag:blogger.com,1999:blog-2790831250519428835.post-75545726623130583782014-12-30T18:10:00.002-08:002014-12-30T18:10:14.760-08:00Proposal to Build a Countrywide Community Learning System for Somaliland<div dir="ltr" style="text-align: left;" trbidi="on">
Download Proposal :<a href="http://api.ning.com/files/f3Cpy2Teci3W0C9FV7vjbo1nWag9KsLjW2SL0qhxUA3k*xrzFQMfJy40stj4xeQ19BCyEMTVnVo0bCqrsd8lO6kZ*s3vMb7N/SomalilandCommunityLearningSystemUSAIDFinal.pdf" target="_blank">http://api.ning.com/files/f3Cpy2Teci3W0C9FV7vjbo1nWag9KsLjW2SL0qhxUA3k*xrzFQMfJy40stj4xeQ19BCyEMTVnVo0bCqrsd8lO6kZ*s3vMb7N/SomalilandCommunityLearningSystemUSAIDFinal.pdf</a><br />
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We are trying get a countrywide Internet learning community off the ground in Somaliland. When I was search for contacts I though it might be helpful for you with some ideas.<br />
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We are trying to launch a country wide Community Learning System for Somaliland that should be ground breaking platform for other developing countries to use. I thought you might be interested in looking at it for some ideas and perhaps point us in the right direct to locate some grant funding.</div>
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Here is an intro to the program and copy of the proposal.</div>
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We are looking to embark upon building a Somaliland country wide Community Learning System with the help of both Amoud University and Somaliland University of Technology. We have sent a request into USAID DIV fund but I thought you might have some guidance for us. </div>
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This be a bold project that could unite the academic, business and community influences in Somaliland. It would also be a remarkable case study for other countries.</div>
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Here is the information on the program.</div>
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We are about to embark on developing a countrywide Internet program for Somaliland that integrates Social Networking with global: eLearning, cyber library, community development workshops. This unique country collaborative sytem will be free to the Somaliland people, NGOs, K-12 education, Higher Ed and Adult Learning programs. Although historically this would be an impossible quest with today’s preexisting technologies it will be relatively easy to accomplish.<o:p></o:p></div>
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While the technical part is easy we will concurrently launch community development workshops and curriculum available to any not for profit and for profit organizations.<o:p></o:p></div>
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Unlike trickle down programs this will be a Democracy of Education imagined by John Dewey on a countrywide scale. We will also train community leaders how to solve community problems and launch economic development using collaborative Project Based Learning methods for community development.<o:p></o:p></div>
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We have chosen Somaliland for its size, need and support of the two leading Universities. Amoud University has already pledged faculty support for phase one research and workshops. Somaliland isolation will also facilitate accurate research on the program’s impact. We are also looking at Lesotho, South Sudan, Nigeria and Kenya as target countries after this program is build within a year. We will share our development and materials worldwide.<o:p></o:p></div>
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Please take a moment to review our proposal and reflect on how your organization might help with phase one of the planning and prototype process.<o:p></o:p></div>
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Sincerely,<o:p></o:p></div>
<div class="MsoNormal" style="font-family: Cambria; font-size: 12pt; margin: 0in 0in 0.0001pt;">
Richard C. Close CEO<o:p></o:p></div>
<div class="MsoNormal" style="font-family: Cambria; font-size: 12pt; margin: 0in 0in 0.0001pt;">
Chrysalis Campaign, Inc.<o:p></o:p></div>
<div class="MsoNormal" style="font-family: Cambria; font-size: 12pt; margin: 0in 0in 0.0001pt;">
<a href="http://globallearningframework.ning.com/" style="color: purple;">http://globallearningframework.ning.com</a><o:p></o:p></div>
<div class="MsoNormal" style="font-family: Cambria; font-size: 12pt; margin: 0in 0in 0.0001pt;">
Cell: 1.860.248.5424</div>
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<br /></div>
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</span></div>
Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com1tag:blogger.com,1999:blog-2790831250519428835.post-19755016814426786512014-12-17T07:18:00.001-08:002014-12-17T07:18:48.911-08:00Apply for Grants on Values Impact on Surviving Trauma<div dir="ltr" style="text-align: left;" trbidi="on">
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<h3>
Request Funding for Education Research<o:p></o:p></h3>
</div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">This is a request to fund a one year study on the impact of
how values from poverty, war and trauma impact learning and success in life.
More specifically to uncover the values of those who beat the odds of trauma
and excel in life. Our target group is the 2,000 Lost Boys of South Sudan
transplanted in the US. We will open the study to other groups. Upon completion
of the research generate online curriculum on transformation of survivors for educators,
counselors and volunteers. The research from Chrysalis Campaign and SSHO is for
50.000 USD. <o:p></o:p></span></div>
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<h3>
Abstract<o:p></o:p></h3>
</div>
<div class="separator" style="clear: both; text-align: center;">
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<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">Core values from personal experience, culture, religion and
education systems greatly impact our motivation to survive and grow when
presented with adverse conditions. Time and again remarkable evidence of
survival/success from war and poverty surface. From President of the US, sport
stars to simple becoming a good parent and provider people beat the behavior
odds of social statistics. Even entire organizations such as Sony Corporation
surface from the ashes of Hiroshima. Our research is to identify the values
that set people free of negative social patterns in order to identify methods
and techniques that can help others to beat oppressive conditions. For this we
will research the Lost Boys of South Sudan and other groups willing to
participate.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">It is our intention to team up with South Sudan Health Care
to research the narrative histories of the Lost Boys of South Sudan for common
threads of values and beliefs that contributed to their survival and success. The
Lost Boys’ history spans across multiple wars along with racial injustice in
the US. Based on discussions with Lost Boy Jacob Atem (a PhD Candidate at
University of Florida and TEDx speaker we would like to examine the deeper
driving values and forces (Mentors etc.) that help so many of the Lost Boys of
South Sudan (and other surviving trauma) thrive in the US, UK and other
locations.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">This research would take a year to compile and contain both
quantitative and qualitative date. Recording of life testimonies would be
posted on the UNESCO seed portal “I am the Story at </span><a href="http://i-am-the-story.ning.com/"><span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">http://i-am-the-story.ning.com</span></a><span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 11.0pt; line-height: 115%;">We feel that this body of research would provide an
invaluable methods for both NGOs and public school system counseling and
curriculum development. It would also serve as an encouraging guide-roadmap for
other who must pick up the pieces of broken lives and carry on.<o:p></o:p></span></div>
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Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0tag:blogger.com,1999:blog-2790831250519428835.post-23954777208495639552014-11-20T15:39:00.000-08:002014-11-20T15:39:02.476-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<iframe src="http://www.slideshare.net/richardcclose/slideshelf" width="615px" height="470px" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:none;" allowfullscreen webkitallowfullscreen mozallowfullscreen></iframe>Richard Closehttp://www.blogger.com/profile/11769966263619672484noreply@blogger.com0