Physware For C13 B


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The presentation made at the Meeting of the International Union for Pure and Applied Physics Commission 13 on Physics and Development on 29 August 2009 at The Abdus Salam International Centre for Theoretical Physics, Trieste, Italy

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Physware For C13 B

  1. 1. Envisioning Action Networks for Global Missions<br />PratibhaJolly<br />Chair, International Commission on Physics Education (ICPE): C14 of International Union for Pure and Applied Physics <br />
  2. 2. C14. Commission on Physics Education<br />Mandate<br />The International Commission on Physics Education promotes the exchange of information and views among the members of the international scientific community in Physics Education including: <br />The collection, evaluation, coordination and distribution of information concerning education in the physical sciences at all levels;<br />Information relating to the assessment of standards of physics teaching and learning ;<br />Suggestions of  ways in which the facilities for the study of physics at all levels might be improved, stimulating experiments at all levels, and giving help to physics teachers in all countries in incorporating current knowledge of physics, physics pedagogy, and the results of research in physics education into their courses and curricula. <br />
  3. 3. Art. 2 To recommend for Union sponsorship international conferences which qualify for support under Union regulations . <br />Art. 3 To promote the free circulation of scientists; to assist conference organizers in ensuring such free circulation and in resolving potential infringements. <br />Art. 4 To organize where feasible the award of medals or other testimonials of excellence in its field. <br />Art. 5 To publish where feasible newsletters, circulars, occasional books, journals or handbooks in its area. <br />Art. 6 To maintain liaison with other IUPAP Commissions, with the Commissions or Committees of other Unions or of the International Council of Scientific Unions (ICSU) or other scientific organizations, with a view to collaborating and cooperating in sponsoring joint conferences and to participating in joint projects when need arises. <br />Art. 7 To make available to each General Assembly of the Union a summary of activities and progress in its field since the previous Assembly. <br />
  4. 4. PHYSWARE: A collaborative project to promote hands-on physics education at the undergraduate level throughout the developing world<br />Pratibha Jolly, University of Delhi, India<br />Priscilla Laws, Dickinson College, US<br />Elena Sassi, University of Naples, Italy<br />Dean Zollman, Kansas State University, US<br />
  5. 5. Structure of the presentation<br />“Developing World: A Perspective”<br />Worlds within the world<br />Problems and aspirations<br />Genesis<br />WCPSD Action Plans<br />IUPAP Resolution<br />UNESCO Framework<br />PHYSWARE: the core idea<br />PHYSWARE: the first workshop at ICTP<br />PHYSWARE: future plans<br />
  6. 6. Mozambique An Example of Challenge <br /><ul><li>Population :21 million
  7. 7. National Language: Portuguese
  8. 8. Purchasing Power Parity: 154 out of 180 </li></ul>countries<br /><ul><li>Population: Mostly rural
  9. 9. Literacy: 48%
  10. 10. Enrollment:60% in primary school
  11. 11. Girls Education:5/6 students in elementary</li></ul> school are boys<br />Images and Data: P Laws<br />
  12. 12. India … Another ExampleVery Large Higher Education System<br />Population 1.3 Billion <br />Literacy 63%<br />350 Universities<br />17,500 colleges<br />8 million undergraduate students <br />Alarming Concerns: <br /> Only 7 out of 100 in ages 17 to 23 years are in higher education!<br /> Only 3.1% of GDP on Education<br />
  13. 13. Aspiring to be Knowledge Society<br />35% population under 15 years<br />350 Universities<br />To sustain growth rate, require<br />1500 Universities<br />Get at least 15% of youth in Higher Education <br />Spend at least 6% of GDP on Education <br />Reference: Report of the National Knowledge Commission<br /><br />
  14. 14. Reality check …Challenges and opportunities<br />Creating world class systems ?<br />Access to primary education ? <br />The Knowledge Pyramid<br />Diversity in populations<br />Diversity in cultural contexts<br />Diversity in social contexts<br />Diversity in access and equity<br />Diversity in resources<br />Diversity in systems of praxis<br />
  15. 15. Challenge: Re-inventing itself<br />From the traditional to the innovative<br />Curriculum Reform<br />Introducing New Courses<br />Multidisciplinary Centers<br />Professional Development<br />Emphasis on Research<br />Improving Infrastructure<br />Strengthening Science Labs<br />Computer Facilities<br />Broad-band Connectivity<br />E-resources <br />
  16. 16. Creating an effective classroom<br />“Thinking” Curriculum<br />“Thinking” Students<br />“Thinking” Teacher<br />Learning environment: Generates and sustains the “Joy of Learning”<br />Reflects Active Mental Engagement<br />
  17. 17. Why do we still have “Stagnant” and “traditional” curricula?<br />Active Learning requires <br /><ul><li>Resource material tuned to local framework
  18. 18. Basic equipment for hands-on work
  19. 19. Easy to procure – available off the shelf and affordable
  20. 20. Easy to operate – appropriate level of sophistication
  21. 21. Easy to maintain – ample local technical support
  22. 22. Robust – of good educational quality
  23. 23. Modern – reflects the state-of-art in education</li></li></ul><li>Inherent Problems …<br />Sheer numbers <br />Infrastructure deficiencies<br />Traditional framework of Lecture and Laboratory<br />Dependence on “commercial vendors” for support material<br />Teaching as one is taught<br />“Insular” classrooms <br />Deficient teacher training<br />Lack of continuous curriculum review<br />Lack of informed curriculum reform initiatives<br />Few examples of: indigenous innovation <br /> research on teaching-learning<br /> informed curriculum development<br />Just Local Problems or Global Concerns?<br />
  24. 24. Rubric for change …<br />Development process must be indigenous <br />The vision teachers have of teaching-learning needs to be altered<br />Adoption of innovative practices need frequent and long duration exposure<br />Usage of innovative material cannot be sustained without learning to develop it<br />Developing communities also aspire for the best<br />
  25. 25. World Conference on Physics and Sustainable DevelopmentOctober 2005, Durban<br />Physics Education<br />Energy<br />Development<br />Health<br />Physics Education Co-chairs:<br />Pratibha Jolly (India) <br /> Priscilla Laws (United States)<br />
  26. 26. Our Mandate …<br />To stimulate physics communities throughout the world to collaborate on quality physics education programs<br />… building global partnerships<br />To understand how physics education can benefit diverse societies<br />... reaching out to developing nations, both rural and urban societies<br />To develop action plans that best promote sustainable development.<br />… recognizing the need for culturally rooted scientific progress<br />
  27. 27. Guidelines<br />Strengthen basic physics teaching in ways<br />determined and sustained by local initiatives<br />... recognizing local constraints and conditions<br />enhanced by the use of locally developed examples <br />… familiarity with context and content matters<br />revitalized by the use of new teaching methods and resources<br />… disseminating outcomes of physics education research<br />Target Groups:<br />- secondary and undergraduate level <br />- future physics teachers <br />
  28. 28. WCPSD Action Plans for Education<br />To give educators and students in developing countries access to high quality physics education resources by establishing a website and Physics Education Resource Centres in Africa, Asia and Latin America.<br />To develop supplemental instructional materials for secondary physics courses that help students understand how the mastery of physics concepts can enable them to contribute to sustainable development in their own countries.<br />To develop model workshops for teacher-trainers in Asia, Latin America and Africa that exemplify how active learning methods can be adapted to help meet the needs of students in developing countries.<br />To establish a structured multi-disciplinary mobile science community that provides support to mobile science practitioners, enabled by a web and internet site at hosted by the Institute of Physics (UK).<br />
  29. 29. Resolution on Importance of Active Learning and Hands-on Physics Education <br />Adopted at the<br />IUPAP General Assembly<br />15 to 18 October 2008, Tsukuba, Japan<br />Drafted by: Jolly, Nienhaus, McKellar, Pendrill<br />Inputs: Franz, Astbury, <br /> Commission on Physics Education Members<br />
  30. 30. RESOLUTION<br />IUPAP urges that National Governments, Physical Societies, Funding agencies, Physicists and Physics Educators, in all countries<br />support best practice of physics education and physics education research at all levels by encouraging teaching methods, including laboratory work, that actively engage the hands and minds of learners.<br />make available funds for establishment of well equipped laboratories and designing appropriate curricula that lay particular emphasis on teaching the skills of the experimenter.<br />support indigenous development of low-cost instruments, physics apparatus and equipment, and — when finances allow it — computer-based data-acquisition systems for real-time measurements at the appropriate level of sophistication for a variety of uses in teaching of physics in the classroom and the laboratory.<br />support curricula that teach physics with an appropriate diversity of methods, including hands-on approaches, that encourage critical thinking and help students understand how physics is relevant to their local cultures and to a sustainable future for humankind.<br />
  31. 31. Active Learning Workshops <br />within the UNESCO Framework<br />
  32. 32. ALOP Development Team<br />Minella Alarcon UNESCO<br />David SokoloffUSA<br />Zohra Ben Lakhdar<br />Tunisia<br />Alex Mazzolini Australia<br />Ivan Culaba and Joel Maquiling Philippines<br />VenguLakshminarayananCanada<br />
  33. 33. Distinctive features …<br />Creative use of low cost apparatus<br />Iteratively developed Training Manual<br />Active Learning teaching informed by PER with <br />sequenced group activities <br />Interactive Lecture Demonstrations<br />Pre and post workshop conceptual evaluation <br />e.g. Light and Optics Concept Evaluation <br />Applications of social importance <br />Economy, Environment<br />Aesthetic , entertaining aspects<br />
  34. 34. Active Learning Workshopson Optics and Photonics (ALOP)<br />CadiAyyad University, Marrakech, Morocco, April 2006. <br />Morocco, Tunisia, Africa<br />Miranda House, University of Delhi, India, 6-11 November 2006.<br />South-Asia, Thailand, Malaysia<br />Dar esSalaam University, Tanzania, 5-10 July 2007.<br />Africa<br />Universidadede São Paulo, Brazil, 22-27 July 2007<br />Brazil, Uruguay, Argentina, Chile, Mexico<br />Leon Guanajuato, Mexico, 6-11 November 2007<br /> Mexico, Venezuela, Guatemala, Nicaragua, Colombia, Peru, <br />Workshops also at <br />Argentina, Mozambique, Ghana, Zambia, Cameroon, Colombia, Brazil, Nepal<br />
  35. 35. General Feedback on Active Learning Workshops<br />Largely Positive<br />Good Science<br />Good Pedagogy<br />International Exposure<br />Opportunity for networking<br />Active Learning is the way forward<br />
  36. 36. Workshop Title:<br />PHYSWARE: <br />A Collaborative Workshop on <br />Low-Cost Equipment and <br />Appropriate Technologies <br />that <br />Promote Undergraduate Level, <br />Hands-on Physics Education <br />throughout the Developing World<br />Venue:<br />The Abdus Salam International Centre for Theoretical Physics (ICTP) Trieste, Italy.<br />Dates: 16 to 27 February 2009 <br />Course Directors: <br />Pratibha Jolly (University of Delhi, India) Priscilla Laws (Dickinson College, USA) <br />Elena Sassi (University of Naples, Italy) Dean Zollman (Kansas State Univ, USA) <br />
  37. 37. The Abdus Salam International Centre for Theoretical Physics<br />Foster the growth of advanced studies and research in physical and mathematical sciences, especially in support of excellence in developing countries<br />
  38. 38. PHYSWARE Workshop …<br />Theme: Teaching of Classical Mechanics <br />Goals: <br />To adopt and adapt <br />To develop and disseminate <br />Low-cost Equipment for Hands-on Learning<br />Active Learning Instructional Materials <br />Effective Use of New Technologies <br />Modern day electronic instruments<br />Computer-based technologies<br />Open source software<br />Locally available materials <br />Locally meaningful contexts<br />Locally available expertise<br />
  39. 39. 27 July 2009<br />
  40. 40. Participant’s Profile<br />Algeria<br />Argentina<br />Australia<br />Bangladesh<br />Brazil<br />Cameroon<br />Canada<br />Chile<br />Colombia<br />Cuba<br />Ethiopia<br />Ghana<br />India<br />Indonesia<br />Iran<br />Japan<br />Nigeria<br />Pakistan<br />Peru<br />Philippines<br />Sri Lanka<br />Sudan<br />Tanzania<br />Thailand<br />Turkey<br />Uganda<br />Venezuela<br />35 Participants from 27 Countries<br />
  41. 41. Participant profile …<br />Applications: ~ 200 from 48 countries<br />Participants:35 physics educators from 27 countries<br />Multicultural, eclectic, talented, innovative<br />Demonstrated expertise in low-cost equipment design<br />Capacity to network with teachers in their region<br />Capacity to conduct follow-up workshops in their region<br />Administrators<br />University teacher trainers<br />Instructors of introductory physics at the university level<br />Outstanding secondary school teachers <br />… mostly from the developing world<br />
  42. 42. Week One<br />Active learning without Electronic Technology<br />Eclectic Resources:<br /><ul><li>University of Washington Tutorials
  43. 43. Workshop Physics
  44. 44. Interactive Lecture Demonstrations
  45. 45. Learning with Physics Suite
  46. 46. The AMSTEL resources
  47. 47. Naples PER group material
  48. 48. Uganda Project
  49. 49. University of Delhi Interactive Lab Tutorials</li></ul>... Diverse Resources<br />
  50. 50. Introducing low-cost equipment<br /><ul><li>Do it yourself: </li></ul> e.g. Hand-made carts<br /> Dynamic Tracks<br /> Frictionless tables<br /><ul><li>Rough and ready: </li></ul> e.g. Make shift inclined planes<br /><ul><li>The Nuts and Bolts approach
  51. 51. Stringing it all together</li></ul>… Stretching the imagination <br />
  52. 52. Mangos & Vines from Northern Uganda<br />Investigating Oscillatory Motion<br />and affect of changing parameters<br />Pendulum Fabricated with <br /><ul><li>Mahogany Flower
  53. 53. Walnut
  54. 54. Metal Nuts
  55. 55. Vines
  56. 56. Threads</li></ul>Jude ByansiGulu University<br />
  57. 57. Following the Learning Cycle withLow-cost alternatives<br /><ul><li>Observing Motion with Hand-made carts
  58. 58. Measuring distance in arbitrary units
  59. 59. Innovative clickers for equal interval timing
  60. 60. Measuring time with cell phones
  61. 61. Rolling down inclined planes
  62. 62. Measuring force with rubber bands and springs
  63. 63. Using time of fall of coin to determine g</li></li></ul><li>Experential<br />
  64. 64. Projects (Week 1)<br /> <br />Measurement of acceleration on an inclined plane with changing slopes<br />Motion with constant velocity on an inclined plane<br />Motion of a car with varying loads<br />Projectile motion in two dimensions<br />Measurement of acceleration due to gravity using pendulums<br />Time of fall in an elevator<br />Measure g using Adriatica Stairwell and cell phone digital time measurements<br />Obtain a=constant acceleration measurements with low cost carts and falling mass<br />Obtain v= constant velocity measurements with falling mass dragging a book on table<br />Measuring F and using an iPhone accelerometer <br /> <br />Motion of two weights attached to a string passing over a pulley<br />Motion of a marble/ ball bearing through liquid in a long tube<br /> <br />Loss of Energy of a rolling sphere<br /> <br />Motion of a rotating wheel and variation of torque with changing parameters<br /> <br />Force constant of springs, rubber bands and combinations<br />Physical pendulums of different shapes made from cardboard<br />Oscillations of springs made from plastic and wire<br />Superposition of two mechanical oscillations<br />Bending of beams of different materials<br />
  65. 65.
  66. 66.
  67. 67. Week TwoActive learning with basic Electronic Technology<br />Computer-based Data Collection Resources <br />Interfaces-Probes-Software-Resources from<br /><ul><li>Coach, AMSTEL
  68. 68. PASCO
  69. 69. VERNIER
  70. 70. Logger Pro Video Analysis</li></li></ul><li>Projects (Week 2)<br />2D Collisions through Video analysis<br />A lesson plan for variation of pressure with depth<br />Active Learning on Sound Quality using Shareware and Freeware<br />Comparison of Technological Tools for Experimental activities in Kinematics<br />Free oscillations and a potential well<br />Hysteresis and rubber bands<br />Measurement of Moment of Inertia of Irregular Shaped Objects<br />Using open and free resources for active learning in physics<br />International workshop organization<br />
  71. 71.
  72. 72. The Aha moments!<br />
  73. 73. Introducing appropriate use of technology<br />NCS Orientation and Goal Setting Meeting, 17 May 2009, Potomac, MD<br />
  74. 74. Blog, Wiki, Website …<br />
  75. 75. Establishing aCommunity of Practice …<br />Social learning<br />Engaging<br />Experiencing<br />Expressing<br />Endeavoring<br />Communicating<br />Contributing<br />Collaborating<br />Creating<br />Transcending diversity<br />cultural<br />professional<br />geographical<br />Developing and adopting<br />processes of social learning<br />new competencies <br />Evolving <br />shared goals<br />shared socio-cultural practices<br />shared identity<br />common vocabulary<br />common conceptual understanding of problems<br />shared repertoire of tools, techniques and solutions<br />
  76. 76. Recurring questions<br />How best to carry forward the process of social learning by bringing others into the fold of the community of practice<br />How best to bring into the mainstream innovations in physics education<br />Important clues may be provided by demographical mapping of innovative curriculums adopted the world over<br />
  77. 77. Mainstreaming Global Innovations …<br />Creating culturally sensitive adaptations<br />Creating a community of practitioners<br />Creating critical number to affect change in the system<br />Creating regional leaders through intensive train-the-trainer workshops<br />Sustaining capacity building so that training is not just a spike in the career graph<br />Providing international support to regional leaders spanning local and global divides<br />
  78. 78. PHYSWARE ..Further Plans<br />Establishing a PHYSWARE Community of Practice <br />(web-based CoP)<br />Strengthening Synergetic Networks<br />Collating Examples of Best Praxis<br />Creating thematic PHYSWARE Kits with Manuals<br />Documenting Social Dynamics of PHYSWARE CoP<br />Evaluating Mainstreaming of Pedagogic Innovations<br />… envisioning global networks<br />
  79. 79. Wish list …PHYSWARE Action Plan for ICTP <br />Annual Physics Education Workshops linking<br />Linking fundamental physics to emerging areas of research<br />Informed by contemporary new pedagogy<br />Involving ICTP Research Associates and Faculty<br />Integrating Physics Education into ICTP Activities<br />Components in Diploma and Post-graduate Programs<br />Train to better serve educational needs of home country<br />Create ICTP Physics Education Associates<br />Teacher Trainers<br />Regional Leaders<br />Establish Web-based Community of Practice in Physics Ed <br />Leveraging ICTP’s infrastructure and informatics services<br />… Seek Funding for a 5-year plan<br />
  80. 80. Adapting to global change …<br />Challenge or opportunity ….<br />Work in progress<br />It can be done!<br />