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Uploaded byAlexandra Okada
2016 presentation
This document discusses a project called Contemporary Education that aims to support internationally recognized research enhanced by public engagement and impact. It involved over 750,000 students and 12,000 UK teachers exploring topics like genetically modified foods through inquiry-based resources. The project was funded through various European and UK sources from 2014-2017. It provided topical curriculum materials and professional development for teachers on responsible research and innovation. Evaluations found positive impacts on students' skills and engagement as well as teachers' practices. The project also engaged scientists and experts in discussions with students and teachers.
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More from Alexandra Okada
2016 presentation
- 1. Contemporary Education “Support anddeliver internationally recognised research enhanced by public engagement and impact” Ale Okada
- 2. Contemporary Education https://youtu.be/VLUimHuZcY4 Responsible Researchand Innovation for students, teachers, scientists and citizens
- 3. Contemporary Education Research bidsImpact at scale Open Schools Gamify Responsible Research and Innovation for students, teachers, scientists and citizens
- 4. EUROPE: Horizon2020 SwafS ,ICT 750,000 students 12,000 UK teachers 30,000 across the world Partners: New inquiry based resources Topical Curriculum + teachers’ CPD for Responsible Innovation > 500K The UK: ESRC, Lever Hulme, Welcome Trust 2014-2017 Open Schools Gamify Funding Bids Impact Projects Knowledge
- 5. 1. What isthe range of 'users' and the corresponding impacts? 2. What are the further avenues to explore with regard to impact on teacher communities? 3. Is there any possible connection to FELS work?
- 6. • Topical resourcesrelevant for students´ life and society • Contemporary curriculum for responsible citizenship • New enquiry skills for scientific innovation • Integrated Pedagogical tools for innovative teaching Equiping next generation for responsible innovation and public engagement change significant Originality Impact
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- 9. Assessment BRAZILIAN NATIONAL EXAMS controversialquestions about topical issues The question about independent companies was actually a question about eliminating bias in the drug testing process, a central part of the scientific method.
- 10. GM decision inBRAZIL CONTROVERSIAL and RELEVANT socio – scientific issue
- 11. Country: BRAZIL Period: 1month (3 to 5 lessons) Topic: GM decision Participants: 1,473 learners 86 teachers 36 scientists and experts 4 research centers: Fortaleza, Salvador, Curitiba, Florianopolis more than 6,000 visitors in 8 states Outcomes: 2 workshops, 4 videoclips, 9 games, 4 materials, 42 illustrations, 3 poster seminar 1 national exhibition, 28 knowledge maps, 1 sign language for deaf people GM decision in BRAZIL
- 12. GM – decision Studentswith expert partners developed various products to express their informed-based opinions
- 13. Evidence-based data :pre and post questionnaires photo/video/audio ( public & private) comments (VLE) before during and after exemplars of project outputs assessed by teachers GM decision - Impact on students – RRI skills: communicate ideas Parana: local seminar with posters Salvador: GM - AR game (Flaras): risks / (conversation lead by student and teachers) group discussion lead buy students & scientist
- 14. Evidence-based data :hangouts weSPOT data photo/video/audio ( most public ) post-questionnaire GM decision - Impact on Teachers - pedagogical tools for RRI Rural Town in Ceara Florianopolis: hands-on workshop GM using weSPOT mobile data
- 15. Evidence-based data :post questionnaire photo/video/audio ( public) exemplars of their outputs: TV programme, AR game, blog news, social media GM decision - Impact on experts - Educators, Scientists & Media Science Media: TV Broadcast, Science-in-the News, videoclips, interviews: science communicators & research leaders interacting with local community (schools and public) SP, Salvador: computer scientist, biologist educator and students produced a AR game ( PT and EN) Parana, Florianopolis: multidisciplinary academic team engaged with teachers to adapt GM activity and plan exhibition
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- 17. City: Milton Keynes Period:1 month (3 to 5 lessons) Topic: Electric cars, Solar Panels, Energy consumption Participants: 30 students 5 teachers 8 researchers Outcomes: 3 workshops, 4 videoclips, 3 projects, 52 photos, 3 posters 1 international conference, 10 knowledge maps, Smart cities – The UK
- 24. GM decision -Academic and Public Engagement - Brazilian PhD student, teacher, presenting at RRI conference in London Secondary pupils present their projects at the International Conference on Technology Policy and Innovation - Engaging science on GM food In Brazil to promote academic and public engagement
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- 26. SCHOOLS students educators parents UNIVERSITIES Supervisors PhD students in-service teachers LABSor Companies professionals specialists researchers For RRI
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- 29. • Large numberof teachers using contemporary resources in 80 countries • Teachers from various areas: biology, chemistry, physics, maths, geography, • Diversity of age-group: KS3, GCSE, pre-service teachers, primary school • New partnerships: Associations, Scientists, Universities, … • Collaboration with renowned scholars on evidence-based research outputs (Robert Mazano CPD, T. Gusky Assessment ) • Partnership with AQA through a common framework for KS3 curriculum based on big science ideas and inquiry skills for RRI • Partnership with Research ED – festivals about projects outcomes • The UK is the largest user-group ( more than 7,000 teachers) • Online courses with more than 50% of completion and 33% provided positive feedback • Evidence-based change on teachers’ practices, students’ achievements and engagement EXPLOITATION InternationalNational
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Editor's Notes
- #2 This sentence from the FELS unit strategy is very useful to understand the meaning of impact: international recognised research enhanced by public engagement at scale This map represents the European ENGAGE project, which has reached users in 80 countries. The project focuses on equipping the next generation for and through Responsible Research and Innovation.
- #3 The area that I have been working for the last 6 years is science and technology for contemporary education. Digital Scientific literacy has been considered the key for the 21st century. 30 seconds of this video explains the reason. This video is also useful to introduce the concept of RRI, which means scientific innovations that consider needs and concerns of society
- #4 In order to equip the next generation for RRI, the European ENGAGE project has 4 key components. Our conversation today focuses on 2 issues: impact and new bids
- #6 questions
- #14 Do we know what we eat? => exhibition (participants: students, families, academics) Why is the GM icon not displayed on the Brazilian food labels? => images, blogs (participants: students, media, industry) Why are people very negative about GM in Brazil? => TV program (participants: students, scientists, media ) What are the benefits of GM food to Brazil? What are the risks of GM and no organic GM free to people? What is the evidence that washing corn that has be grown using pesticides removes the chemicals? => posters (participants: students, academics, farmers, scientists) Why do some people have an allergy to GM food? => Magazine (students, undergraduates, )
- #15 Can we design a digital game on GM? => Augmented reality Game (Participants: teachers, computer scientist and biologist // educational designer // undergraduates and students) How can we adapt the claims to Brazil context for a balanced view on GM & GM free and organic food? => new resources (Participants: Educators, academics, undergraduates, students) How can we assess the learning of GM decision projects? =>new templates (Participants: Lecturers, Phd students and schools coordinators)
- #16 Can students and educators change their opinions about GM after their projects? (Biologist academics) How can citizens be involved in this debate? (Science Communicators ) How can we engage more schools in this type of project? (Educational Researchers) How can we provide training to help them create their RRI curriculum materials? (CPD academic providers) What can the impact of this initiative be measured? (RRI academic coordinator) Can augmented reality and pervasive games help learners and teachers? (Computer scientists)
- #25 Evidence-based outputs: conferences, chapters, journal paper new bids developed by diverse stakeholders