Agents of Change Using Technology to Increase Social

SR-IS Goal: Help teachers and learners around the world better understand the causes and solutions for global issues that affect the human family

Technology as Experience Creator Learning is rooted in the learner’s participation in social practice and continuous adaptation to the unfolding circumstances (Lave & Wenger, 1991)

Technology as Experience Creator Frame the problem for the audience. Quantify the scope of the problem and connect it to your audience. 20XX

Technology as Experience Creator Frame the problem for the audience. Quantify the scope of the problem and connect it to your audience. 20XX

Mission statement: Your company’s mission goes here

Technology as Decisions Engine Games are a series of interesting decisions - Sid Meier

Technology as Decisions Engine Frame the problem for the audience. Quantify the scope of the problem and connect it to your audience. 20XX

The solution Show how you solve the problem you identified. What will be different when the problem is solved (by you)?

The solution Show how you solve the problem you identified. What will be different when the problem is solved (by you)?

Technology as Engagement Facilitator Create events people can experience and then tell a story about - Jeroen Van Hasselt

Technology as Decisions Engine Frame the problem for the audience. Quantify the scope of the problem and connect it to your audience. 20XX Aurasma

Technology as Decisions Engine Frame the problem for the audience. Quantify the scope of the problem and connect it to your audience. 20XX

English as Common Ground Learning is an active process of constructing rather than acquiring knowledge (Duffy & Cunningham, 1996)

English as Common Ground Learning is an active process of constructing rather than acquiring knowledge (Duffy and Cunningham 1996)

English Teachers as Common Ground! Learning is an active process of constructing rather than acquiring knowledge (Duffy and Cunningham 1996) atom.prosite.com

Thanks! Cunningham, D., & Duffy, T. (1996). Constructivism: Implications for the design and delivery of instruction. Handbook of research for educational communications and technology, Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA.: Cambridge university press.