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Urban Inquiries - smart cities

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Urban Inquiries - smart cities

  1. 1. Fostering young smart citizens through PLE for projects.kmi.open.ac.uk/urban-inquiries Alexandra Okada Annika Wolff Alex Mikroyannidis
  2. 2. Fostering young smart citizens through PLE for How do young citizens engage with urban inquiries activities on Personal Learning Environments (PLEs)?
  3. 3. Project’s Aim to equip students to be able to identify and describe problems or questions scientifically mediated by social and personal learning environments (PLE) Questions What are the benefits and challenges for developing “co-inquiry” projects? What are the co-inquiry tools and strategies useful for teachers and students? Qualitative study – Initial pilot 5 researchers from Higher Education, 2 science teachers and a class 26 teenagers of a secondary school in the UK 4 lessons (1h30)
  4. 4. 1. Three inquiries: a. Car Wars b. Energy Consumption c. Microclimate - Solar panels 2. Virtual ethnography data production - 161 questions, 126 rates, 56 comments, 27 photos in weSPOT 14 photos in nQuire, 3 maps in LIteMap, 3 reports, 4 posters , 3 project videoclips, 4 lessons recorded, 3 events registered in weSPOT. 3. Data Analytics Students and Group Participation during 4 lessons 4. Surveys - Pre and Post questionnaires: a. conceptual knowledge x understanding b. Nature of Science - Scientific Inquiry skills c. Epistemic belief d. Usability e. Collaboration d. Cognitive overload Qualitative Study
  5. 5. Energy consumption: a shorter shower or banish blow-dries? SCIENCE-IN-THE-NEWS websites and video clips OPEN EDUCATIONAL RESOURCES URBAN DATA Science Communicators Science Educators Smart City Researchers
  6. 6. MOBILE DATA COLLECTION Data Inquiry + Visualisation Storytelling CO-INQUIRY PROJECT Dilemma + Discussion Questioning COLEARNERS OUTCOMES Argumentative Mapping Scientific Report Science Teacher Learners & Technologists Co-inquiry community Students Smart citizens
  7. 7. What are the benefits and challenges for developing “co-inquiry” partnerships? • Collaboration in authentic scenarios • Co-authorship in various publications Students: 3 posters, 3 videos, 1 presentation Researchers: 3 papers different perspectives Technologists: Agile software development What are the co-inquiry tools and strategies useful for teachers and students? • weSPOT Questioning: to create, comment and rate • weSPOT analytics: to encourage participation/feedback • nQuire spot-it: to collect, discuss & rate data (photo) • Dilemma: to engage students in “Science-in-Society” • Data Inquiry: to improve their scientific questions • Storytelling: to increase understanding • Group Discussion: to support a student-centered teaching Challenges - Some students were not focused to participate online - Technology was sometimes disruptive - A few students used weSPOT at home as their own initiative
  8. 8. Equipping citizens with knowledge and tools for responsible participation in society, by being able to develop evidence-based opinions about risks and benefits of scientific innovations. Source: European Commission Report Responsible Research Innovation
  9. 9. SCHOOLS STUDENTS EDUCATORS UNIVERSITIES PROFESSIONALS SPECIALISTS SCIENTISTS multi-disciplinary research RRI co-Inquiry data Inquiry PLE mobile devices in/formal Learning Smart citizenship PARENTSPEER-Reviewers Interviews
  10. 10. RRI Science-in-Society Knowledge Scientific Inquiry Skills Technology Urban Inquiries - framework Smart cities IBL co-inquiry
  11. 11. City-school context Collaboration Energy Consumption Microclimatic Design Mobile Data Collection TECHNOLOGIES Learning Analytics Domain Structure Mind Mapping Argumentation Evidence-based report Responsible Research and Innovation Renewable Non-renewable Oil Gas Coal Nuclear Eco-Driving CO2 Emissions OPEN SOCIAL PERSONAL Wind BIG DATA Sensemaking Storytelling Graphs Data Inquiry SimulationData analysis Interpretation Communication Smart Citizenship Scientific Dilemma Socio-Scientific Issues Science-in-the-news Electricity Hydrogen Biodiesel Diesel Petrol Geothermal Solar Panels Energy Transfer Heater Games Questioning Voting Rating Commenting Peer-review Badge Argumentative Narratives Tagging Participatory Media Electric Cars Group Discussion Citizen Science Fossil fuels Water Wave Community-centric applications Video Fuel cells Radiation High voltage batteries Conservation Efficiency co-Inquiry based Learning Students Engagement Reflective Practitioners sensing approaches Ubiquitous constraints Scientific Literacy OER Information visualisation colearning ecosystems Educators Professionals Parents
  12. 12. • N Komninos, M Pallot, H Schaffers Special issue on smart cities and the future internet in Europe. Journal of the Knowledge Economy, 2013 • Buchem, I.; Pérez-Sanagustín, M. Personal Learning Environments in Smart Cities: Current Approaches and Future Scenarios. eLearning Papers, 35, November 2013. • A J. Dewey. How we think: a restatement of the relation of reflective thinking to the educative process. Heath: Boston, MA, 1933. • Okada,A.; Serra,A; Ribeiro, S; Pinto. S. Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT) Open Praxis, vol. 7 issue 1, 2015. • Ratcliffe, M., & Grace, M. Science Education for Citizenship. Open University Press, 2003 • Vahey, P., Yarnall, L., Patton, C., Zalles, D., & Swan, K. Mathematizing middle school: Results from a cross-disciplinary study of data literacy. American Educators Research Association Annual Conference. April, 2006. • Kinshuk, R. . Ubiquitous Learning Environments and Technologies. Springer, 2014 Contact: Ale Okada ale.okada@open.ac.uk
  13. 13. Questions 1. What are the role of technologies for co-inquiry and brokering partnerships? Any example? 2. What are the strategies for mobile learning considering that students cannot use their mobiles with internet in the school? 3. Do you know any project about partnerships for smart citizenship among Universities, Schools & Professionals ? What would be the drivers and catalysts for partnerships?

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