{"id":5461,"date":"2018-03-06T23:50:30","date_gmt":"2018-03-07T06:50:30","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5461"},"modified":"2018-03-06T23:50:30","modified_gmt":"2018-03-07T06:50:30","slug":"gestalt-education","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/06\/gestalt-education\/","title":{"rendered":"Gestalt Education"},"content":{"rendered":"

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The image above doesn’t view well. To view download a PDF of\u00a0Synthesizing STEM<\/a>.<\/p>\n

Looking at each of these techniques, design models, frameworks and strategies together I noticed that each were complementary to each other and could be used together in the design and development of a rich, technology enhanced, learning environment. I would almost argue that a well designed module\/lesson\/course would include all of these simultaneously. There is a lot of overlap across each of these components, mostly around constructivist philosophy, problem solving framework and guided inquiry that the areas where you see differences really complements the rest of the components. At the end the final product is certainly more than the sum of its parts.<\/p>\n

In my design of Assignment 2, I employ each of these components in some form across my lesson, from building a case study that creates a situated learning context to having students work through the GEM technique to reframe their thinking after detailed exploration. I think most teachers already do incorporate a lot of these ideas into their teaching, even if they don’t know that they do or they use techniques or models that are nearly interchangeable!<\/p>\n","protected":false},"excerpt":{"rendered":"

The image above doesn’t view well. To view download a PDF of\u00a0Synthesizing STEM. Looking at each of these techniques, design models, frameworks and strategies together I noticed that each were complementary to each other and could be used together in the design and development of a rich, technology enhanced, learning environment. I would almost argue […]<\/p>\n","protected":false},"author":32087,"featured_media":5462,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-5461","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5461","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/32087"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5461"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5461\/revisions"}],"predecessor-version":[{"id":5465,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5461\/revisions\/5465"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media\/5462"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5461"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5461"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}