Bart van der Laar @ SURF Summerschool 09

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Bart van der Laar (RUG) gaf tijdens de SURF Summerschool Serious Gaming een presentatie over Science Linx en de ontwerpmethode waarmee zij serious games in Flash ontwikkelen.

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  • % van studenten in het hoger onderwijs dat S%T studeert van 1980 -2002 NL staat met een zwarte lijn helemaal onderaan. Hoe komt dat??
  • % van studenten in het hoger onderwijs dat S%T studeert van 1980 -2002 NL staat met een zwarte lijn helemaal onderaan. Hoe komt dat??
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  • Bart van der Laar @ SURF Summerschool 09

    1. 1. Linking the virtual to the physical in enrolment management
    2. 3. <ul><li>In March 2000, the EU approved the Lisbon declaration: </li></ul><ul><li>Europe should become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion. </li></ul>
    3. 4. % students S&T Bron: Rand Corporation 2005. Stimulating Science and Technology in Higher Education
    4. 5. 2000 2007 <ul><li>Universities </li></ul><ul><li>Univ. Groningen </li></ul><ul><li>- Tech.Univ. Delft </li></ul>8717 511 2213 11932 1005 3205 37% 97% 45% Colleges / Univ. Applied Sciences 16044 15356 -4%
    5. 6. Aims Science LinX <ul><li>Increasing student enrolment in FMNS </li></ul><ul><ul><li>combining existing ‘bridging-activities‘ </li></ul></ul><ul><ul><li>exploring new media </li></ul></ul><ul><ul><li>bringing about an attitude change </li></ul></ul><ul><li>Making FMNS more transparent and accessible </li></ul><ul><ul><li>showing current research (i.e. show people) </li></ul></ul><ul><ul><li>showing study options </li></ul></ul><ul><ul><li>offering science career role models </li></ul></ul>
    6. 7. Target group learning (now) working (future) extrinsic drive intrinsic drive what can I become? what can I contribute? what can I do? what can I learn?
    7. 8. Target group learning (now) working (future) extrinsic drive intrinsic drive “ hands on” S&T student (36%) “ career” S&T student (19%) “ curious generalist” S&T student (21%) “ non” S&T student (24%)
    8. 9. Research Schools Corporations <ul><li>25 schools in network </li></ul><ul><li>50 teachers </li></ul><ul><li>9 task groups: biology / chemistry / </li></ul><ul><li>physics 2 / mathematics 2 / technology / </li></ul><ul><li>nature, life & technology (i.e. science) </li></ul><ul><li>Royal Dutch Shell </li></ul><ul><li>Philips </li></ul><ul><li>Royal Haskoning </li></ul><ul><li>AKZO/Nobel </li></ul><ul><li>Gasunie </li></ul><ul><li>Advanced materials </li></ul><ul><li>(nanotechnology) </li></ul><ul><li>Genomics </li></ul><ul><li>Galaxies </li></ul><ul><li>Behavioural and neuroscience </li></ul><ul><li>Sustainable chemical engineering </li></ul><ul><li>Environmental science </li></ul><ul><li>Computing science </li></ul>
    9. 10. Didactic principles <ul><li>Content first </li></ul><ul><ul><ul><li>offer a range of subjects / current research </li></ul></ul></ul><ul><li>Address different learning styles ( net gen ) </li></ul><ul><ul><ul><li>formal (in class) and informal (out of class) </li></ul></ul></ul><ul><ul><ul><li>blended learning </li></ul></ul></ul><ul><ul><ul><li>invite creative and associative thinking </li></ul></ul></ul><ul><li>Self directed learning, </li></ul><ul><li>moving towards involvement in research </li></ul><ul><ul><ul><li>allow for debate </li></ul></ul></ul><ul><ul><ul><li>research projects (school projects) </li></ul></ul></ul>
    10. 11. Approach 1 + 1 = 1
    11. 14. Approach 1 + 1 = 3
    12. 19. Target group learning (now) working (future) extrinsic drive internal drive video clips speed dates with professionals online debates & science cafes do research projects with professers experiments / projects at school (carboschools)
    13. 20. Games op Science LinX <ul><ul><li>Gamemaker: Hertenjager </li></ul></ul><ul><ul><li>Virtools: Cellmatters </li></ul></ul><ul><ul><li>Flash: Reis naar een zwart gat </li></ul></ul><ul><ul><li>Fishbanks (Roofvissers) </li></ul></ul><ul><ul><li>Tree of Live - Heavy / Light </li></ul></ul>
    14. 21. Design process <ul><ul><li>specification - specifying requirements of a design solution for a product (Product Design Specification) or service </li></ul></ul><ul><ul><li>problem solving, conceptualizing and documenting - design solutions </li></ul></ul><ul><ul><li>development and testing - testing a designed solution </li></ul></ul><ul><ul><li>implementation - introducing the designed solution into the environment </li></ul></ul><ul><ul><li>evaluation and conclusion - summary of process and results </li></ul></ul>
    15. 22. Design process <ul><ul><li>specification ( Mayer’s principles ) dinsdag, 25/08 </li></ul></ul><ul><ul><li>problem solving, conceptualizing and documenting woensdag, 26/08 </li></ul></ul><ul><ul><li>development and testing donderdag, 27/08 </li></ul></ul><ul><ul><li>implementation ( working plan ) vrijdag, 28/08 </li></ul></ul><ul><ul><li>evaluation and conclusion vrijdag, 28/08 </li></ul></ul><ul><li>  </li></ul>
    16. 23. Contact <ul><li>Bart van de Laar </li></ul><ul><li>[email_address] </li></ul><ul><li>Ingeborg Veldman </li></ul><ul><li>[email_address] </li></ul><ul><li>Erik Katerborg </li></ul><ul><li>[email_address] </li></ul><ul><li>Science LinX </li></ul><ul><li>www.sciencelinx.nl </li></ul><ul><li>[email_address] </li></ul>
    17. 24. Communication and change… <ul><li>Receiver </li></ul><ul><li>there’s no passive ‘receiver’ </li></ul><ul><li>but someone actively involved </li></ul><ul><li>there is not a ‘message’, </li></ul><ul><li>but a construct </li></ul><ul><li>the receiver is not on its own </li></ul><ul><li>but part of a social network </li></ul><ul><li>Sender </li></ul><ul><li>next to the ‘signal/message’, </li></ul><ul><li>there are other (unintentional) signals </li></ul><ul><li>communication is embedded, </li></ul><ul><li>it’s a relation over time </li></ul><ul><li>the sender is not the only </li></ul><ul><li>one signaling, the effect </li></ul><ul><li>is a social construct </li></ul>
    18. 25. Bridging initiatives <ul><li>Faculty of Mathematics </li></ul><ul><li>& Natural Sciences </li></ul><ul><li>Studiestijgers - teachers network </li></ul><ul><li>Betasteunpunt - Q&A service </li></ul><ul><li>Discovery - science truck </li></ul><ul><li>Science LinX - science centre </li></ul><ul><li>University of Groningen </li></ul><ul><li>Scholierenacademie - university network for outreach activities </li></ul>
    19. 26. Strategy in secondary schools <ul><li>Support pupils profile choice (3th grade, 14/15 yr) </li></ul><ul><ul><li>nature & technology </li></ul></ul><ul><ul><li>nature & health </li></ul></ul><ul><ul><li>economics & society </li></ul></ul><ul><ul><li>culture & society </li></ul></ul><ul><li>Support pupils study choice (6th grade, 17/18 yr) </li></ul><ul><ul><li>life sciences </li></ul></ul><ul><ul><li>science & technology </li></ul></ul><ul><ul><li>computer science & cognition </li></ul></ul>

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