Friday, August 31, 2012

Ecoliterate

At the core of the book "Ecoliterate" by Ganiel Goleman and co-authors are inspirational stories of educators applying the five practices of ecoliteracy. These practices include:

1. Developing empathy for all forms of life.
2. Embracing sustainability as a community practice.
3. Making the invisible visible.
4. Anticipating unintended consequences.
5. Understanding how nature sustains life.

Interspersed with the stories are enlightening environmental facts. This is a motivational book. Those expecting a detailed map for implementing ecoliteracy programs will be disappointed. The last two chapters are the most practical with professional development strategies for engaging colleagues in ecoliterate learning communities. The last chapter provides designs for using material from the book as part of these learning communities. The designs can easily be adapted to creating lesson plans for classroom use. In addition, the stories throughout the book may be shared with students to move them to care and take action. An extensive resource section organized to coincide with the book’s chapters will lead readers to a wealth of information and useful materials.

Don’t read this book with the expectation of coming away with a detailed plan for furthering the ecoliteracy of students. Do read this book for inspiration and ideas.

Wednesday, August 29, 2012

Mob Rule Learning

Mob rule learning, as described by Michelle Boule in her book by that name, is about creating participatory learning communities around a topic of shared interest. She not only provides a description and rationale for participant-designed learning events, which she refers to as camps or unconferences, but explains how to design such events. Many readers will already be familiar with design options Boule suggests, such as Open Space Technology, Appreciative Inquiry, Nominal Group Technique, PechaKucha, and others. The value Boule provides is in bringing these various methodologies together under the organizing concept of unconferences. The author also provides case studies and design recommendations for using camps in higher education and the workplace. College teachers, corporate trainers, conference planners, and others responsible for organizing learning environments will benefit from this book. Boule provides clear explanations and a directory of helpful resources. There is also an accompanying website to the book that provides additional sources. Boule’s book is a timely contribution to the growing movement to redesign how we facilitate learning in colleges and organizations.