Thoughts of Richard C. Close

Chapter five of “Interface Design for Learning” by Dorian Peters (2014) is an excellent overview of the dos and don’ts of educational design media. Peters declares in the chapter title that "Learning is Visual." Peters also provides many solid tips about how graphic design can grasp a learners attention. Another key theme is about removing clutter with simplicity. The book provides valuable checklists, such as tips for “readable text” on page 94.   In my 2010 development work   "I am Africa This is my story….” UNESCO project on digital storytelling workshops with African youth, we had to pay keen attention that all lessons were simple, localized and relevant. Instructional designers can perseverate on the cognitive relationship between the student and learning media as the way of student change. However the truth may be that the visual process represents and smaller stake when deeper transformational experience requires a human collaborative process. The acid ...

Click on Vimeo - Password is "full sail" This is for and AboutMe iMovie project for Full Sail University Master Instructional Design The Teaching Kitchen - Transformational Learning by Richard C. Close from chrysaliscamp on Vimeo .

The paper, “ What Does Distributed Cognition Tell Us about Student Learning of Science? ” is a multi-layer analysis of Distributive Cognition research by (Hollan et al. 1999; Hutchins 1995 ). Distributive Cognition is acutely relevant for today’s education theory because of our collaborative society. Even though we have a global collaborative knowledge base (the Internet) that transcends and bypasses the academic system, most academic theory is not social by nature. The collaborative learning theories of Distributive Cognition have strong relevance in both collaborative web learning and classroom Project Based Learning. What is ironic about this contemporary theory is it establishes the importance of experiential learning theory (that is social) as set forth by Dewey (1916), Lendmen (1927) and Knowles(1980) years ago. From this paper, Lave (1988) is quoted about Distributive Cognitions theory: There is a reason to suspect that what we call cognition is in fact a complex soc...

Starting Masters Instructional Technology at Full Sail University First media assignment A reflection on Robert Greene's book "Master

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. 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,  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. Please feel free to share this material with collegues with the understadning it is copyrighted. Part 1 global learning framework introduction by richard c close ...

Great article by The Atlantic on the connection between Common Core Testing and the big three publishers. Basically you can not excel in the tests unless your school has the money to buy the expensive tests. Remarkable goes into detail on the issues. One again we are looking at no rich child left behind. http://www.theatlantic.com/features/archive/2014/07/why-poor-schools-can-t-win-at-standardized-testing/37 4287/

Working on the course and book for Global Learning Framework. Some quotes below   Richard C. Close Quotes 1)       Ok, What will you do; take – give or ignore? 2)       Love is that which holds everything together. It is why we exist. 3)       Collaboration requires trust, safety, honesty, respect, curiosity, humbleness, faith and a whole mess of other great value that are hard to find in classrooms. 4)       In every event you must choose who you are and what you stand for. One way or another you will choose. 5)       Content can be measure by grades. However context is measured by life. 6)       You can test if I know physical quantitative facts. But you cannot test who I am or how I feel? 7)       You can tes the physical properties of an object. But you can not test my value to the world...