Digital Harbor Foundation

2019 ◽  
pp. 102-129
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Environment ◽  
Learning Communities ◽  
Computer Technology ◽  
Learning Spaces ◽  
White House ◽  
Course Material ◽  
Seating Arrangements ◽  
Materials Used

If not for stolen computers, the Digital Harbor Foundation may have been a very different learning environment, focused on computer technology more than making. As it turned out, the staff in the 5,000-square-foot space works with students from around the Baltimore area to develop their skills in technology and making. Several students from the space have been invited to the White House to showcase their knowledge and projects. Learning communities are developed intentionally through physical seating arrangements and layout of the learning spaces, and through the course material. In the middle and high school room, all students complete a 14-week basic maker course to familiarize them with the machines and processes of making. The space follows a “pay-what-you-can” model for all courses and materials used for the projects. A separate Nano Lab caters to younger students in 3rd to 5th grades. Digital Harbor Foundation believes in building students' problem-solving abilities and ability to self-direct their learning. This chapter explores the Digital Harbor Foundation.

scholarly journals Gamification strategies in learning spaces: A brief toolkit

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Raphael Raphael
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Field Experience ◽  
Learning Spaces ◽  
Relevant Research ◽  
Game Mechanics

What is the role of play in learning?  What ways can we as educators leverage our students’ extracurricular digital lives in meaningful ways in our digital and physical learning environments?  What roles can the elements of game mechanics and game thinking serve towards these ends, especially in a blended learning environment? These are some of the initial questions that guide this brief gamification toolset, a series of practical considerations drawn from field experience and relevant research that may be helpful for teachers and administrators interested in exploring ways to gamify their own digital and physical learning communities or spaces.

scholarly journals Gamification strategies in learning spaces: A brief toolkit

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Raphael Raphael
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Field Experience ◽  
Learning Spaces ◽  
Relevant Research ◽  
Game Mechanics

What is the role of play in learning?  What ways can we as educators leverage our students’ extracurricular digital lives in meaningful ways in our digital and physical learning environments?  What roles can the elements of game mechanics and game thinking serve towards these ends, especially in a blended learning environment? These are some of the initial questions that guide this brief gamification toolset, a series of practical considerations drawn from field experience and relevant research that may be helpful for teachers and administrators interested in exploring ways to gamify their own digital and physical learning communities or spaces.

Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

2017 ◽  
Vol 1 (2) ◽  
pp. 225-236
Author(s):  
Andi Susanto ◽  
Sony Ariadi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Problem ◽  
Math Ability ◽  
Class Viii ◽  
Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score  of the student who belong to the experimental class in  problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

Pengembangan E-Modul Biologi Berbasis Potensi Daerah Kerinci pada Materi Plantae dan Animalia

2018 ◽  
Vol 7 (2) ◽  
pp. 1-10
Author(s):  
Miko Pratama ◽  
Asni Johari ◽  
Jefri Marzal
Keyword(s):  
High School ◽  
Senior High School ◽  
Teaching Materials ◽  
Group Test ◽  
The Media ◽  
School Learning ◽  
Biology Learning ◽  
Materials Used ◽  
D Model ◽  
Expert Validation

The lack of Biology teaching materials in senior high school in the Kerinci District has promoted this research. The purpose of this development research is to produce e-modules as teaching materials used by students in Biology subjects. The model used in developing this e-module is the 4-D model, which consists of 4 stages, namely defining, designing, developing, and disseminating. Biology e-modules on plantae and animalia material based on the potential of the Kerinci region were validated by media and material experts. The results of the media expert validation obtained the final percentage of 90% (very valid category) and the material expert validation obtained a percentage of 75% (valid category). From the results of the field test, the teacher responded that the e-modules produced were suitable for use in biology class X high school learning with a percentage of 92.5% (very good category). Furthermore, e-module trials on students obtained responses that the products produced were also proper to be used in biology learning in class X of senior high school. The small group test obtained a score of 85% (excellent category) and the large group test obtained score 78.3% (good category). The use of the developed e-modules in learning resulted in a score of 76.3% (successful category).

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