This is the fourth of a series of posts outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they’ll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this will conflict with preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Questions in our upraised hands, and answers we’ll surprise
Like the caterpillar who, does seem to death defy
It might take a miracle, belief may then belie
Fate it seems that common sense, is fated to deny
Battles rage within us all, where truth is compromised
There dreams, like tissue paper wings, are torn and tossed aside

This is the third of a series of posts outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they’ll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this will conflict with preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Once upon a child’s mind, did flutter butterfly
Gift to share with one then all, who’ll open wings to try
Asked to ask and seek and knock, on wooded points of view
Goodness treats patient resolve, with echoes ringing true
Child’s play remembering, climb branches looking sees
Others just can’t find the time, and hunt on hands and knees

This is the second of a series of resources outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they'll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this (and what will follow) will conflict with various preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Trust is time to ask yourself, to find the strength to ask
Questions free the answering, unbinding them our task
Faith is time spent wondering, what we’re meant to find
Imagine it’s your purpose, adventure by design
Belief is time to listen, but who has time for that?
Especially when the answers, knock expectations flat

This is the first of a series of resources outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they'll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this (and what will follow) will conflict with various preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Think I conflict with signals? Should see the signs I yield
Coded morsels in the air, across the diamond field
Mixing words and metaphors, desegregate the game
Some rules should not be broken, some should be profaned
Who are we to question rules? I’ll tell you who and why
We’re the hope another has, the reason that we try

Este recurso explica con contenidos interactivos, ejemplos, ejercicios, actividades de aprendizaje y evaluaciones de seguimiento el Sistema de Gestión de Eventos en ActionScript 3.0.

El sistema de Gestión de Eventos de ActionScript, se ha pensado para facilitar la programación para las plataformas de Adobe® Flash® Player y Adobe® AIR™.

El modelo de eventos se basa en un enfoque verdaderamente Orientado a Objetos y basado en estándares internacionales, adicionalmente se integra cómodamente a la lista de Visualización.

El estándar en el que se basa es DOM (modelo de objetos de documento) de nivel 3.

I would like to introduce a draft of what a four-year Adobe curriculum could potentially look like. This is in response to the question at http://edex.adobe.com/resource/c2eda9/.

Disclaimer: Several of the products on this list I have never used, or know only slightly. If the community would like to take ownership of this curriculum outline and fix it up, please do!
Year 1: Basic artistic competency.
Year 2: Advanced artistic competency.
Year 3: Basic programming competency.
Year 4: Advanced programming competency.

Photoshop is a powerful tool for editing images that you can use for everything from removing red eye from snapshots to creating immersive environments for digital games. Level Up for Photoshop is a game that teaches you Photoshop.

Your Mission: Beat Level Up, learn Photoshop, and share your experience.

1) Open Photoshop

2) Go to Window > Extensions and select “Level Up.” When the game opens, create a username.

3) Play Level Up. Beat as many missions as you can.

4) Share your experience with other educators.

Stanford's d.school has pioneered different design thinking best practices for use in classrooms. Their K12 wiki includes many interesting ideas for teaching design thinking principles to younger students. This page from the wiki includes a definition of what an empathy map is, how to use it in the classroom, and lesson plan you can implement today. Try creating empathy maps as a way to understand a customer or stakeholder's need before designing a solution to their problem.