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Innovation Portal Introduction PowerPoint Presentation

Innovation Portal Introduction PowerPoint Presentation

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  • A common problem with organizing curriculum around creating original student design work is that opportunities for students to receive recognition for their accomplishments outside of the classroom exist but are not well publicized or organized to be accessible to these students on a national scale. Thousands of students do this kind of work but most often they simply close their portfolios and move on when the class is finished. This is also part of the reason many organizations interested in recognizing this kind of work lose that interest quickly; too few entries or too little access to or information about students doing original problem solving and design work.
  • With sincere thanks to the Kern Family Foundation, representatives of these institutions and others were brought together for a two day session in Maryland to begin the discussion of what a design process assessment rubric should contain and how it could be used to support curriculum development.
  • Work has already begun to address and capture what attributes should be in a Portfolio Rubric arranged around the design process and to create a tool that can be used as both a means of assessment and a day to day guide for building and organizing the projects. The statement depicted here has been repeated in many ways from many post secondary and industry representatives interested in recognizing original student design work. ( You can access the current revision of the rubric on the “How to Build the Template” page of the iPortal Pilot Test website
  • The goals listed here are aimed at addressing some of the main obstacles to connecting student design work with opportunities like scholarships, admission preferences, third party reviewers and competitions. Much like a science fair, if these students ( and teachers) had a standardized means of organizing and presenting their work around a recognized model of assessment, many of the obstacles could be removed.
  • In a nut shell then, the goal of the iPortal is to create an online space and structured system where students can build and then connect their work with “opportunities” for recognition while in the same “space” making it easy for organizations interested in the work to offer and then review and manage, what is here being referred to as, “Opportunity Modules”
  • I found this graphic and it seemed to sum up the whole of the goals of the Innovation Portal and of what teachers would like to have for their students…(it also made me smile a great deal…) A noteworthy point that may not have been highlighted is that, like this graphic depicts, students will be able to enter their work in any number of opportunity modules….many birds one stone…
  • That is a quick overview of the vision for the Innovation Portal. Thank you again for your interest and energy to help pilot the most important part of the whole process; the creation of student projects using the template and process described at this iPortal Pilot Group web site. As one professor I spoke with about this project commented; “If you had just fifty of these portfolios organized in this manner I could build an entire scholarship and recruitment competition around them now…when will they be ready?” Nice comment… I hope to give him his answer soon… Thank you all again… Mark Schroll
  • In a nut shell then, the iPortal is an online system where students can build and then connect their work with “opportunities” for recognition while in the same “space” making it easy for organizations interested in the work to offer and then review and manage, what is here being referred to as, “Opportunity Modules”
  • A common problem with organizing curriculum around creating original student design work is that opportunities for students to receive recognition for their accomplishments outside of the classroom exist but are not well publicized or organized to be accessible to these students on a national scale. Thousands of students do this kind of work but most often they simply close their portfolios and move on when the class is finished. This is also part of the reason many organizations interested in recognizing this kind of work lose that interest quickly; too few entries or too little access to or information about students doing original problem solving and design work.

Innovation Portal Presentation Presentation Transcript

  • 1. Connecting the original design work ofstudents to opportunities and the nationalSTEM conversation
  • 2. ILLINOISINNOVATION TALENTPILOT PROJECT 30 Schools – 10 Industry Partners 9 Schools – San Diego County Engineering Projects in 4000 implementations Community Service- (750 Capstone Learning Teachers - Eng and BioMed) 35 Schools – 5 States
  • 3. Pathway To Engineering High School Program of Courses three course minimum implementation over four years* Introduction to Engineering Design----3D solid modeling design design process, research and analysis, teamwork, communication methods, global and human impacts,engineering standards and technical documentation* Principles of Engineering----- exposure to major concepts encountered in a postsecondary engineering introduction courses of study, engineering design problems,problem-solving skills and application of research and design skills to create solutions to various challengesDigital Electronics-----combinational and sequential logic design, use of Boolean Algebra in circuit design, teamwork, communication methods, engineeringstandards and technical documentationAerospace Engineering-----design problems , aerospace information systems, astronautics, rocketry, propulsion, the physics of space science, space life sciences,the biology of space science, principles of aeronautics, structures and materials, and systems engineeringBiotechnical Engineering-----molecular genetics, bioprocess engineering, and agricultural and environmental engineering, engineering design problems related tobiomechanics, cardiovascular engineering, genetic engineering, agricultural biotechnology, tissue engineering, biomedical devices,forensics and bioethicsCivil Engineering & Architecture-----engineering and architecture principles and design aspects , statics and structures design and development of a property working inteams, hands-on activities and projects to learn the characteristics of civil engineering and architectureComputer Integrated Manufacturing-----the history of manufacturing, a sampling of manufacturing processes, robotics and automation, Computer Numeric Control (CNC)equipment, Computer Aided Manufacturing (CAM) software, robotics and flexible manufacturing systemsEngineering Design & Development (Capstone Course)-----students will work in teams to research, design, test and construct a solution to an open-ended engineering problem The teampresents and defends their solution to a panel of outside reviewers at the conclusion of the course.
  • 4. Biomedical Sciences High School Program of Courses* Principles of the Biomedical Sciences-----human body systems and various health conditions including heart disease, diabetes, sickle-celldisease, hypercholesterolemia and infectious diseases -- human physiology, medicine, researchprocesses and bioinformatics -- Key biological concepts including homeostasis, metabolism,inheritance of traits and defense against disease* Human Body Systems-----interactions of body systems, communication, power, movement, protection and homeostasis,design of experiments, investigation of the structures and functions of the human body, and use dataacquisition software to monitor body functions such as muscle movement, reflex and voluntary action,and respirationMedical Interventions------the prevention, diagnosis and treatment of disease , a “how-to” manual for maintaining overallhealth and homeostasis in the body how to screen and evaluate the code in human DNA; how toprevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail,exposure to the wide range of interventions related to immunology, surgery, genetics, pharmacology,medical devices and diagnosticsBiomedical Innovation (Capstone Course)Students design innovative solutions for the health challenges of the 21st century as they workthrough progressively challenging open-ended problems, addressing topics such as clinical medicine,physiology, biomedical engineering and public health. They have the opportunity to work on anindependent project and may work with a mentor or advisor from a university, hospital, physician’soffice, or industry.
  • 5. Gateway To Technology Middle School Program, 9Week UnitsDesign & Modeling-----solid modeling software design process, how design influences our lives, sketching techniquesand use of descriptive geometry as a component of design, measurement and computer modelingStudents brainstorm, research, develop ideas, create models, test and evaluate design ideas, andcommunicate solutionsAutomation & Robotics-----mechanical systems, energy transfer, machine automation and computer control systemsproblem solving, teamwork collaboration and innovationEnergy & the Environment----impact on the environment, design and model alternative energy sources demonstrate energyconcepts and innovative ideas Students also evaluate ways to reduce energy consumption throughenergy efficiency and waste management techniques.Flight & Space-----exploration of the science behind aeronautics, use course knowledge to design, build and test amodel glider, Simulation software is used to expose students to traveling and living in space.Science of Technology----how science has affected technology throughout history, applied physics, chemical engineeringand nanotechnology, exploratory activities and projectsMagic of Electrons----- hands-on projects, the science of electricity, the behavior and parts of atoms, circuit design andsensing devices, basic circuitry design, exploration the impact of electricity on our lives.
  • 6. Dr. Paul Strykowski - Associate Dean for Undergraduate Programs - University of Minnesota “Hands down, a student with decent grades and a solid experience in Post-Secondary a capstone design course would be at the top of my list for admission to our engineering program …..However….” Institutions “…..Without a systematic process for reviewing original student design and work there is no way to incorporate the value of the work into the Original Student algorithm of college admissions or any other recognition process. Without a standardized assessment tool to organize and evaluate Problem Solving any submitted work there can be no systematic process.”Liz Kisenwether -PENN StateDr. David Rethwisch - University of Iowa and Design WorksBill Leonard – Rochester Institute of TechnologyDr. Karen High – Oklahoma State University AP Studio Art is not basedDr. Ken Reid - Ohio Northern University on a written examination;Dr. Helgeson – St. Cloud State University instead, students submitDr. Mac Banks – Worcester Polytechnic Institute portfolios for evaluation atAnd many others…. the end of the school year.
  • 7. March 30th and 31st, 2010University of Maryland – College Park
  • 8. Engineering Design Process Portfolio : Element TitlesComponent I: Identifying, Articulating, and Justifying a ProblemElement A: Identification and definition of the problemElement B. Justification of the problemElement C. Documentation and analysis of past and current solution attemptsElement D. Identification, definition, and justification of solution design goals, parameters and constraints Dr. Leigh AbtsComponent II: Generating an Original SolutionElement E: Demonstration of design process thinking and analysisElement F: Application of mathematics, science, and engineering principlesElement G: Demonstration of design viabilityComponent III: Constructing a Testable Prototype or Process Assessment Expert and consultantElement H: Demonstration of sufficiency of prototype design processElement I: Demonstration of sufficiency of final prototype iteration Dr. Gail GoldbergElement J: Demonstration of sufficiency of testingComponent IV: Analyzing Test DataElement K: Analysis of the design based on testingElement L: Documentation of end user and stakeholder evaluation (external evaluation)Component V: Reflecting and Formulating RecommendationsElement M: Reflection on the project designElement N: Presentation of designer’s recommendations Jay McTigheComponent VI: Documenting and Presenting the ProjectElement O: Presentation of the project portfolio
  • 9. How to connect the pieces Interest from Post- Secondary, Industry,The Rubric Student Work and the Public Sector 60,000 Foot Goals 1 - Create a web-based, secure (IP issues) and standardized process for building and posting student portfolios of original design work 2 – Create multiple, ongoing, Interactive, opportunities for recognition of individual submissions 3– Create a means of identifying, extracting, documenting and distributing noteworthy Innovation Portal events for all stakeholders
  • 10. iPortal Team iPortal TeamDeveloping and Develop and MaintainMaintaining Ongoing Output of“Opportunity iPortal Stories andModules” and ReportsRelationshipsAccessible directlythrough student Sponsors & Partnersaccounts Students building online project portfolios based around the rubric in a secure and instructor managed environment
  • 11. How is the Innovation Portal Concept Unique? •Password protected accounts with online portfolio builder software tools open to K-16 students and teachers •Single portfolio template designed directly around the EDPPSR rubric •a single password protected connection to multiple student works for teachers & reviewers •Direct connection to competitions, scholarship possibilities and other opportunities related to original problem solving works from the student account •Non-profit team dedicated to increasing the number of opportunities and resources available directly through the Innovation Portal •Three year partnership with the University of Maryland research team to validate and promote the use of EDPSR rubric for public STEM Education use •All accounts, and data are the sole property of the students
  • 12. Student Work Opportunities
  • 13. Starting Fall of 2011 U.S. Naval Academy K-12 Schools +
  • 14. http://innovationportal.org Mark Schroll mschroll@pltw.org
  • 15. Your Innovation Portal “Dashboard”Portfolios you havecreated and forwhich you are the“administrator”Create a NewPortfolioPortfolios to whichyou have beeninvited as aCollaborator,“Live”Viewer, or ReviewerPortfolios You haveinvited OTHERS toView, Review orCollaborate upon
  • 16. Building a Portfolio – HTML Tools
  • 17. Step 1: Open a dialogue with someone about your portfolioStep 2: Email them an invitation ( choose a role of Reviewer, Viewer or Collaborator)Step 3: Use your dashboard to monitor and manage the connection
  • 18. Reviewers see and comment on an active “snapshot” of the portfolio AT thetime the review request was made. These can be stored and reviewed atanytime by the user or the reviewer. A list of people that have yet to ACCEPT your invitation to review A list of people that have ACCEPTED and are in process of grading a snapshot of this portfolio A list of people that have SUBMITTED their comments and grade values of the portfolio “snapshot “ you sent them
  • 19. Building a Portfolio – Tools and Resources
  • 20. This entry would be likely to receive a score of 3, based onAccess to Element-Specific the EDPPSRExamples and resources (although some engineering educators who applied the rubric to this entry considered aduring the portfolio building / score of 4, based on the treatment of the sources for the justification).editing process In this entry, the problem is presented somewhat clearly and objectively, although there is only some specific detail included as elaboration.Access to each Element-Specific The justification of the problem reflects the concerns of several primary stakeholders (e.g.,portion of the EDPPSR as you motorists, city governments, public safety officials, manufacturers of traffic lights).work Sources provided in support of the justification are timely (all published within a year or two of the time this engineering design project was conducted) and generally credible, usually taking the form of reports in respected news publications or on major news networks. While some of the information provided as justification is of questionable objectivity, there is enough objective detail to support (allow for) the determination of at least a few measurable design requirements.
  • 21. Opportunities Listing Page Choose an Opportunity Does the Opportunity Require an Entry, Submission, or Service Fee? NO YES E-commerce InterfaceEnter Snapshot into Opportunity ProviderDashboard & add to Student Dashboard Notify OP and StudentSystem Updates Both Dashboards as portfolios stepthrough Opportunity timelines and processes
  • 22. http://innovationportal.org
  • 23. The Challenge…“…..Without a systematic process for reviewing original student designwork there is no way to incorporate the value of the work into thealgorithm of college admissions or any other recognition process.Without a standardized assessment tool to organize and evaluateany submitted work there can be no systematic process.”A well recognized engineering A single template for displayingdesign process portfolio scoring student work designed around therubric scoring rubric and made accessible to a reviewer
  • 24. iPortal TeamiPortal Team Developing andDeveloping and Maintaining OngoingMaintaining Output of iPortal“Opportunity Stories and ReportsModules” andRelationships withsupportersAccessible directlythrough studentaccounts Students building online project portfolios based around the rubric in a secure and instructor managed environment
  • 25. ILLINOISINNOVATION TALENTPILOT PROJECT 30 Schools – 10 Industry Partners 9 Schools – San Diego County Engineering Projects in 4000 implementations Community Service- (750 Capstone Learning Teachers - Eng and BioMed) 35 Schools – 5 States