diversified living – Taking Making Resources

Developers are becoming increasingly interested in designing structures that are properly suited for their environments. Structures that are not designed this way are prone to damage from catastrophic environmental events such as flooding. According to the Alberta Provincial Flood Damage Assessment Study (https://www.alberta.ca/albertacode/images/pfdas-alberta-main.pdf), damage from flooding in Alberta has cost billions of dollars over the last decade. Without proper mitigation, cities must repeatedly repair and rebuild structures in flood areas at great expense.

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When educators create rich learning experiences for their students, they engage in the complex act of curricular interpretation and planning. The act of moving from curriculum as written to curriculum as embodied through learning requires thoughtful consideration and continuous design, iteration and revision. Research informed by the learning sciences (Bell, Lewenstein, Shouse, & Feder, 2009), growth mindset (Dweck, 2012), and PISA results (Programme for International Student Assessment, 2012) has shown that what we know about learning and how students learn has changed. As well, the needs of Canadian society, especially in terms of what constitutes a skilled workforce, have changed over the last few decades. These changes require educators to reconsider how students might engage differently with mandated curricular intentions, suggesting a multi-disciplinary and multi-faceted approach to instructional delivery focused on active learning and problem finding and problem solving situated in real world contexts is appropriate.

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Tag: diversified living

Design Challenge 23: Eco-smart Recreation Facility