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Sotiriou-schools of the future

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Sofoklis Sotiriou: Schools of the Future. Designing the Science Classroom for the Future

Scientix European Conference, Brussels, 6-8 May 2011

Published in: Education, Technology
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Sotiriou-schools of the future

  1. 1. Schools of the Future Designing the Science Classroom of the Future Dr. Sofoklis A. Sotiriou Head of Research and Development Department Ellinogermaniki Agogi School www.ea.gr
  2. 2. As students become absorbed with technology-based games, educators grapple with how best to use technology. Immersive simulations represent one way in which new media can enhance traditional learning experiences. Redefining Science Education There is a major mismatch between opportunity and action in most education systems today. It revolves around what is meant by "science education," a term that is incorrectly defined in current usage. Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts. This disturbing situation must be corrected if science education is to have any hope of taking its proper place as an essential part of the education of students everywhere. Bruce Alberts, Science, January 2009 http://www.sciencemag.org/cgi/content/full/323/5913/437
  3. 3. Re-imagine science education <ul><li>The message is clear. </li></ul><ul><li>There are shortcomings in curriculum, pedagogy and assessment, but the deeper problem is one of fundamental purpose. School science education has never provided a satisfactory education for the majority . Now the evidence is that it is failing in its original purpose, to provide a route into science for future scientists. </li></ul><ul><li>The challenge therefore, is to re-imagine science education : to consider how it can be made fit for the modern world and how it can meet the needs of all students; those who will go on to work in scientific and technical subjects, and those who will not. </li></ul>
  4. 4. The vision <ul><li>We should point to a </li></ul><ul><li>hybrid classroom that </li></ul><ul><li>builds on the strengths of </li></ul><ul><li>formal and informal </li></ul><ul><li>teaching and learning </li></ul><ul><li>strategies in ways that can </li></ul><ul><li>support learning of all </li></ul><ul><li>students . </li></ul>
  5. 5. three complementary interfaces will shape the technological infrastructure of the science classroom of the future <ul><li>The familiar “world to the desk top” interface , providing access to distant experts and archives, enabling collaborations, mentoring relationships, and virtual communities-of practice. </li></ul><ul><li>Interfaces for “ubiquitous computing”, in which portable wireless devices infuse virtual resources as we move through the real world . </li></ul><ul><li>Immersive and multi-user virtual environments interfaces , in which users and participants’ avatars interact with computer based agents and digital artifacts in virtual contexts. The initial stages of studies on shared virtual environments are characterized by advances in Internet games and work in virtual and augmented reality. </li></ul>
  6. 6. The“world to the desk top” interface Access to unique scientific resources www.discoveryspace.net
  7. 7. Kick life into the classroom www.ea.gr/ep/laboftomorrow Interfaces for “ubiquitous computing”,
  8. 9. Immersive and multi-user virtual environments interfaces
  9. 14. Images of plausible futures <ul><li>These case studies are images of </li></ul><ul><li>plausible futures that depict how </li></ul><ul><li>applying these interfaces might </li></ul><ul><li>reshape teaching, learning, and the </li></ul><ul><li>organization of educational </li></ul><ul><li>institutions. The objective of </li></ul><ul><li>these case studies is not to detail </li></ul><ul><li>blueprints of an unalterable </li></ul><ul><li>future but instead to show the range </li></ul><ul><li>of possibilities enabled by emerging </li></ul><ul><li>interactive media and the </li></ul><ul><li>consequences – desirable and </li></ul><ul><li>undesirable – that may follow from </li></ul><ul><li>their application in primary and </li></ul><ul><li>secondary education settings. </li></ul>
  10. 15. Impact Indicators (Ellinogermaniki Agogi School) <ul><li>Teachers PD Programme (250) </li></ul><ul><li>54 PhD Theses (2000-2010) </li></ul><ul><li>123 Master Theses (1998-2010) </li></ul><ul><li>Students (2200) </li></ul><ul><li>36% of the High School Students Select “Astronomy” </li></ul><ul><li>59% of the students follow studies in Science, Mathematics and Technology </li></ul><ul><li>14 of them are currently working at CERN </li></ul>
  11. 16. <ul><li>ICT-based assessment to support PD programmes in the school environment </li></ul>
  12. 17. Cloosing… <ul><li>Τ he future of education is outside of education. It </li></ul><ul><li>is in the everyday life. In business, in the world. In </li></ul><ul><li>life long learning. But the principles can be </li></ul><ul><li>applied inside of formal education as well. They </li></ul><ul><li>require a change in thinking, to move toward </li></ul><ul><li>problem-centered, meaningful activities in the </li></ul><ul><li>classroom. To exploit people's interests and </li></ul><ul><li>subvert them to lead to natural, inspired learning </li></ul><ul><li>activities. </li></ul>

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