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STEM-LIT2019

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Slides accompanying a 1hr presentation at the LIT Conference in Saratoga Springs NY in July 2019

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STEM-LIT2019

  1. 1. FROM STEM TO STEAM: THEORY- GROUNDED AND PRACTICAL APPLICATIONS FOR INSTRUCTION Eileen O’Connor, Ph.D. SUNY Empire State College Eileen.oconnor@esc.edu Agenda: • Educational Grounding & Standards • Applications and Ideas • SUNY Empire – partners? • So, what’s the challenge? https://www.slideshare.net/eoconnor/STEM-LIT2019
  2. 2. STEM – HISTORY & MY EXPERIENCE • Middle school – St. Ignatius Montana • Chemist > tech > education w/ both • STEMTEC – U. Mass & Amherst – 1999 – 2001 – NSF evaluator • Science ed / tech ed / STEM Education certificate • Before recent tech explosion – inquiry-based science • Foundation of K12 Science Education > NSTA & NCR > Next Generation Science Standards • Practices with inquiry • Inquiry – labs – cross disciplinary: have ALWAYS been lauded in the research . . . .
  3. 3. NATIONAL K12 EFFORTS Inquiry broadening to engineering design
  4. 4. NATIONAL K12 EFFORTS
  5. 5. K12 - CONTINUING GOVERNMENTAL IMPRIMATUR … AND GRANTS https://innovation.ed.gov/files/2016/09/AIR- STEM2026_Report_2016.pdf
  6. 6. THE CALL IS STRONG
  7. 7. THE CALL IS STRONG
  8. 8. CONSTRUCTING MEANING - THOUGHTS FROM THE UK
  9. 9. THEORY- GROUNDING “Constructivism is a learning theory that perceives learning as a process of constructing knowledge based from experience. Issues of difficulty in translating this learning theory into a teaching and learning practice have become a debate among educational researchers. One of the learning approaches that reflect the theory of constructivism is project-based learning or PjBL. Terms such as “authentic learning activity” and “hands-on learning” is commonly represented as constructivist which believes and addressed learning through rigorous, relevant and hands-on practice.” https://www.researchgate.net/publication/320558653_Project- Based_Learning_from_Constructivism_Point_of_View
  10. 10. THEORY-GROUNDING - CONTINUED FROM PREVIOUS SLIDE Suggestions: • Learning tasks need to be designed in a way it requires learners to engage in more cognitive demanding tasks. • Continuous assessment and monitoring is also challenging in PjBL setting. • Assessment for learning and learner’s reflection of learning are also integral to PjBL.
  11. 11. NATIONAL K12 EFFORTS What is STEAM? STEAM programs can also be referred to as “arts integration” or “STEM+Arts” programs. Although there are slight nuances to program implementation based on the term used, the important aspect of STEAM is integrated learning that incorporates the ideas of innovation, creativity, and design from the arts and applies them to observation, inquiry, and problem solving processes found in STEM activities. https://www.csai-online.org/resources/stem-steam-resources-toolkit
  12. 12. MY COLLECTIONS: MORE COMPREHENSIVE • https://sites.google.com/site/ilsresearchw riting/stem-resources
  13. 13. MY COLLECTIONS https://sites.google.com/vie w/stemsteam/home Working definition * Science, tech, engineering & math - with the arts too; interdisciplinary problem solving approaches that integrate technologies and can be applied to most any learning, communication scenario; the arts help bring in creative solutions and ideation Courses
  14. 14. RELATED AREA • https://sites.google.com/view/arvra dvances/home • https://sites.google.com/view/vrmar ian/home Advancing areas too * Much more coming Courses
  15. 15. HTTP://WWW.STEMOPPORTUNITYINDEX.COM/#&GID=1&PID=1 Courses
  16. 16. STEM SERIOUS GAMES – IN ONE MEETING / OVER TIME; MODEL A SCIENCE ENTERPRISE • Role playing – as scientists • Discussions • Presentations – critical peer review • Actual scientist visits – bring in background elements too / images, links, PPT • A 2.5 minute video on an integrated healthcare application - https://www.youtube.com/watch?v=xOtW4cAAlTE • https://youtu.be/esPRsT-lmw8 - fascinating TED talk on brain scans & behavior; and the mind change learn and change – could be a next step for youth to pursue Courses
  17. 17. DIGITAL THINKERS – JONES, HARMON, O’GRADY JONES (OLDER STUDY BUT THE CHANGES IN STUDENT- TYPES REMAIN) Courses
  18. 18. STEM/STEA M Project - Multi- dimensional / integrated A Key STEM /STEAM Tool or System Supportive Website & Videos Cohesive Purpose Assessment Courses
  19. 19. Citizen Science – data probes; geology across the state; Maritime navigation – 360 camera ($20K grant) 3d ELA house – VoTech Major cities / culture – 3d Printers Recipe Share – math & cooking Tiny bio- Phone-Shared Microscope Courses
  20. 20. MakerSpace – Canadian Museum AR – healthcare prototype Scratch – coding – elementary & high school Google 360 – immigrant population Google MyMaps – geology VR – Corporate visioning & corporate training Courses
  21. 21. MAKER SPACES – IN A CANADIAN MUSEUM Courses
  22. 22. CODING IN HIGH SCHOOL Courses
  23. 23. Courses
  24. 24. 360 CAMERAS AND CLINICAL TRAINING Courses
  25. 25. 360 VR FOR VESSEL-DOCKING TRAINING Courses
  26. 26. VR FOR CORPORATE “VISION” Courses
  27. 27. SLOW-MATION FOR LANGUAGE INSTRUCTION Courses
  28. 28. ROBOTICS Courses
  29. 29. PHYSICS & MOTION DETECTION Courses
  30. 30. CODING IN PHYSICS CLASS Courses
  31. 31. AR FOR EXTENDING MANIKIN WORK IN NURSING CLINICAL TRAINING Courses
  32. 32. 3D DISASTER PREPARATION Courses
  33. 33. ELEMENTARY SCHOOL CODING Courses
  34. 34. 3D PRINTER CITIES Courses
  35. 35. VR FOR INSURANCE TRAINING Courses
  36. 36. ELEMENTARY SCHOOL LEGO – OCEAN POLLUTION CLEANUP More commercial support – such as Legos Courses
  37. 37. STEM/STEA M Project - Multi- dimensional / integrated A Key STEM /STEAM Tool or System Supportive Website & Videos Cohesive Purpose Assessment Courseshttps://www.nsf.gov/ehr/drl/about.jsp
  38. 38. STEM & Emerging Technologies Certificate or Courses Solo Learning & Emerging Tech Assessment in Digital Era STEM Tools STEM Capstone CoursesContact Dr. Eileen O’Connor – eileen.oconnor@esc.edu
  39. 39. INFORMATION FROM SUNY EMPIRE’S STEM AND MALET COURSES https://www.esc.edu/graduate-studies/masters-degrees/education-programs/ma-learning-emerging-technologies/
  40. 40. STEM CAPSTONE • EDET-6125 CAPSTONE: DEVELOPING AN INTEGRATED, IMMERSIVE STEM LEARNING ENVIRONMENT 3 cr. In this online course, STEM teachers and educators begin by deepening their understanding of a concept or application through an instructor approved study within appropriate standards area. Their study findings are posted for instructor assessment and peer review. The latter portion of the class consists of a team-developed STEM project that could be shared with other schools or STEM organizations. Although the teams develop their own project area, participants are given framing guidelines for the type of projects, the student and teacher resources, and the educational/scientific extensions that can support the project and justify its instructional design. Guidelines also structure and evaluate the participation of individuals and of team members. The intention is that these STEM projects could be extended to other schools or organizations through 21st century technologies (tutorials provided). The collaborative work is an important outcome; however, unique situations may be addressed by the instructor. Periodic synchronous meetings; required course for the advance Courses
  41. 41. CHANGE IS NEVER EASY • EDET-6070 INNOVATION: MEETING THE CHALLENGES OF ORGANIZATION OR SYSTEMS INTEGRATION 3 cr. Despite the need for the adoption of technology interventions in our expanding and global networks, the integration of technology innovations can be a challenge for both those who create the innovations and the organization or systems that could possibly benefit from the adoption. Within this course, students will begin with the study of large-scale, documented organizational and institutional responses to innovation and change and then they will research responses to change within the specific organization for which they have a professional interest. This study will lead to students designing and testing an approach to help them gain the entrance and acceptance of an innovation within the environment of their particular interest. (Occasional synchronous meetings.)
  42. 42. STEM TOOLS • EDET-6150 STEM TOOLS, DEVICES AND SIMULATIONS: MEASURING, REPRESENTING AND UNDERSTANDING THE WORLD 3 cr. Within this course, participants will explore the ways to use digital tools, devices, applications and simulations (called devices herein) to engage diverse learners in the varied applications of science, technology, engineering and mathematics (STEM). Within a common course framework, participants will study the devices of their particular interest, considering the educational needs of the intended audience or learners, finding educational and psychological solutions for challenges learners may have with these devices, and constructing instructional supports and assessment approaches to help their learners work productively with these devices. Throughout the course, participants will share their emerging ideas about effective instructional approaches, gaining insights from these peer interactions. Synchronous meetings occur periodically within this online environment. Participants are welcome from all STEM and healthcare areas if they need to ensure their intended audience is understanding and using these devices appropriately. Participants must supply their own device.
  43. 43. M4.4: IMPACT ON THE FIELD / Challenges (6/23/19) Certainly a basic tenant of this course has been the value of STEM/STEAM projects and efforts. Education pundits laud the value of these program; businesses claim the need for innovators; common sense says that engage learning is more long-lasting and more effective. However, significant challenges await those who try to bring STEM/STEAM projects into their work environment. Often they can be “disruptive” to the way the organization or school runs. Having developed, or at least advanced significantly, and STEM/TEAM project, you should have a good perspective on the value of this project. And, in the extended study, you have also looked at the larger field with in which this type of learning can be situated. Now, in closing the loop to a strong effort to bring this beyond the online course environment into actual reality, or extend this if you have run this already with your intended audience, develop a report of 1 ½ SINGLE SPACED text (750 – 1000 words) where you state your case from the education research and from the effects you hope to achieve from the project as to why this could be of important value for the school or institution you have been considering. In developing this presentation, locate and report-on at least ONE academic, educational, or sociological report that has shown some of the challenges that are attended to this type of educational approach. It could be a: report that school districts think this is not sufficiently focused for high-stakes test based environments; challenges to breaking into lecture-and-test-based corporate training models; insufficient resources or time to have such open-ended learning; etc. Integrate into your report a way that you might address the challenge that has been raised in the literature.
  44. 44. M4.4: Implementing the actual expansion or professional development (Template) (6/16/19) Whether you have envisioned a large-scale project that could involve different geographies, technologies, virtual spaces, or machinelike or graphical representations OR whether you have delved deeply within an integrated focused unit, for this course you need to think of ways to expand this to other teachers/instructors like yourself apprising them of how they might run this project or to other organizations or schools that you might bring them in on a collaborative basis. Either way you will need to make an outreach to other adult professionals. The scope of this course does not allow for systematic and deep project management, however, you should be able to think about and address the following questions that are placed within a template that is attached so that you can been actively thinking or mentally role-playing through these areas: How can you reach out to this external audience where can you find these individuals/organizations; what network can you join or outreaches can you make to find these individuals; · What timeline would be relevant to getting into the time-and-space of these individuals (do you need to work around an academic year? Do you need to be prepared for a department meeting? Could you be planning on presenting at a professional conference? · What are the highlights that will be most important in convincing this audience to join you or to follow the model that you have developed? How would you communicate this information (face-to-face? Presentation at a conference? A proposal paper that you could email?) · Where might a somewhat interested party go to find more information about your project (would you send them to your website? Would you develop a promotional Facebook page? Other ideas?) · How would you apprise this individual or organization about what they need to do to participate in the project — addressing areas of the time involved, the equipment that might be needed, the ways they could participate? Will this be on your website? · What type of materials can summarize (being sufficiently informative without having overwhelming initial detail) and can present the steps, timelines, resources needed and the like at this initial point? · What’s going to be valued by that organization if you are to prove that this is ultimately going to be successful? The questions above are not intended to be exhaustive but can get you thinking about the complexity of moving a project into the real world. Hopefully to it illustrates the importance of having your project well delineated and organized through the website format that you have been developing in this course. The goal of this STEM Education and Emerging Technologies Certificate is to give you the ability to create and then implement effective STEM/STEAM projects. Thinking through these contextually based, practically-speaking project considerations can help you make projects that are fruitful and meaningful. Technologies today give you the ability to create frameworks that then can be replicated and scaled — important concepts in applying for any larger scale funding.
  45. 45. Course progression - STEM study •Explore & go deep Educate yourself •Research - delineates & grounds •Extend your tech reach The “project” itself •Other school / institutions / content areas; professional development •Web-based dissemination Share the project •Teacher materials •Student materials •Assessments •OR •Professional development Expand •Grant / partnership 3 weeks 2 weeks REMAINDER OF THE COURSE
  46. 46. M1: Define Project define & start Expanded audience Funding options M2: Continue STEM/STEAM Challenges Peer review Video updates Synchronous meeting M3: Continue Value of STEM/STEAM Approach Peer Review Video Updates M4. Conclude Funding application Project evaluation Final presentation – synchronous meeting Guided / Reviewed Project Development Throughout
  47. 47. M1: Define Project define & start Expanded audience Funding options M2: Continue STEM/STEA M Challenges Peer review Video updates Meeting - planning M3: Continue Value of STEM/STEA M Approach Peer Review Video Updates M4. Conclude Funding application Project evaluation Peer Review Meeting - final presentation Guided / Reviewed Project Development Throughout
  48. 48. PROJECT EXPANSION – CHOOSE YOUR PATHWAY • Design / schedule • ImplementationProfessional development • Instructor Materials • Ways to CollaborateExtended students/audience STEM/STEA M Project - Multi- dimensional / integrated OR

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