Transcript of "Conceptual Structures in STEM education"
Mumbai7-12 January 2013
Su White @suukiiWeb Science: Expanding the Notion of Computer Science Whiteand Vafopoulos http://eprints.ecs.soton.ac.uk/22710/
University of SouthamptonFounded 1862, Charter 195225,000 FTE StudentsRussell Group, Top 15 UK, WUNExcellence in: (Opto)Electronics, Computer Science,Oceanography, Engineering (esp. Nautical and Aero) Acoustics Electronics and Computer Science Excellence in teaching and research Opto Electronics Nano Electronics Computer Science Web Science (and others) ~110 academics ~200 research staff ~300 PhD ~800 UG, ~350 MSc
Web Science at Southampton Web and Internet Science Group 20 Faculty Members (subsuming Learning Societies Lab) Doctoral Training Centre Research areas include Open Data Semantic Web Memories for Life Trust, privacy and provenance Learning with the Web
Conceptual Structures for STEM data:linked open rich and personal Thinking and Learning and Knowledge and Representation STEM Education Educational Processes Change-> Beliefs->Experience -> Practice ->
The world is changing… Our beliefs, actions and behaviours are shaped by our experiencesOur beliefs actions and behaviours are shaped by our (vicarious) experiences Culture, tradition, popular culture, texts, books, cinema, TV, mass media, web
The WebThe most successful information architecture in history Nigel Shadbolt
The new web landscape Context Shop mobile Vehicle window texts ebay, video amazon Platform Searching citizen Information science Meme machine Digital creation apps and apps literacies blogs From rent a coder, to wikilogia, from flikr to Pinterest, itunesu to Tedxsharing, ownership, micro-charging, new models, Tripit meme machines
Educationally…Situated cognition, peer instruction, informal learning, digital literacies,self efficacy, social construction, co-creation – but these are not mobiles…
How many devices can you buy for the cost of a teacher Diversity, not instead of, but as well as? Example: syria wikilogia, facebook informal learning, digital literacies Texts, campaigns, employment? Models: co-creation, deduction, application memes Informal and accidental learning Blogging for reflective journals, collaborative texts via wikis We can still use flashcards, and social games, learn from texts etcBut…powerful affordances may emerge, evolve…’games’ as vehicles for learning
Open and linked data Text and links were not enoughVia social web “software that supports group interaction” Web 2.0, perpetual beta Consumers and producers? The read write web Machine and human readable Lightweight and heavyweight modelling
Open Data Big DataStudents might contribute to collecting assembling open data e.g. vocabularies geographic data, plant census, open mapping, disease and health markers opportunities for authentic activities, situated learning, reward, contribution
ASBOs, Dentists and TubesAnd Haitia citizen open map in two weeks… with millions of usersthe Indian context will emerge
Crowd sourced open data map Mashup of crowd sourced data plus official data Amateur effort Useful and visible Interrogate the data points interactively http://opendatamap.ecs.soton.ac.uk
We want to climb over the walls… With apologies…. Adapted from image used by tbl, originally from the economist I think
OERs, OCW and MOOCsopen educational resourcesmassively open online courses
Potential? Modelling (theory to practice) Shared curriculum design? or Emerging the curriculum from resources Learning environments Multi-faceted Automation – assembling, aggregating Collaboration for community enterprise Standardisation? Customisation?Remembering: face to face/social may be more important
The challenges Ride on the wave of change Empower learners to take charge of their destinies Craft a future for the citizens of tomorrow embracing diversity and mastering the whole spectrum of technologies Shape and craft the classroom for maximum mutual benefit – the citizen and the nation state
Thank You JDr Su WhiteElectronics and Computer ScienceUniversity of Southamptonsaw@ecs.soton.ac.uk@suukii
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