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Personalized Learning in Project-Based Math ClassroomsDreamBox Learning
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.—and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, dive into the implications for mathematics in project-based learning.
Scott Brewster - Leveraging Serious Games to Promote STEM Competency for Pre-...SeriousGamesAssoc
Presenter: Scott Brewster, Founding Partner & Chief Technical Officer, Triad Interactive Media
For most people, game experiences are a part daily life–whether it be playing a casual game on their mobile phone or playing a “game” with themselves to see how much further they can run the next time they go jogging. Games are how students learn in the real world, and more and more their expectation will be to have similar experiences when they are in the classroom. Brewster will discuss how games can be used to improve preservice and inservice teacher STEM content knowledge AND help them become more comfortable with using gaming and technology in the classroom.
Everyone WINs! Learn how one middle school transformed 40-minutes into a WINning interdisciplinary intervention period. Learn components of this research-based literacy framework, and specifics instructional strategies used to improve students’ phonics, fluency, vocabulary, comprehension, and critical thinking skills by targeting individual students’ needs.
Presenter(s): Morgan Blanton, OJ Degree, Amy Jones, Kim Lawson, Mandy Luckadoo, Adam McFarland
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One study even highlighted creativity as one of the most desirable traits for an employee amongst 1500 CEOs worldwide. As such, success depends on how much exposure we’ve had to creative thinking and learning, making the school the perfect place to begin creative development.
In this article, we have compiled for you seven creative school approaches for the creative development of children.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
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• What can an organisation gain from ethnography?
• How does ethnography fit into a holistic UX research approach?
• How can we get execs to say “Yes” to ethnography (and fund it!)
• How do I avoid common pitfalls?
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1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
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Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
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https://alandix.com/academic/papers/synergy2024-epistemic/
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Discovery-phase workshops with primary school pupils
1. Welcome to System Concepts!
If you would like to have a look around our brand new UX labs, please
let one of us with a pink sticker know
2. Discovery workshops
with primary school
pupils
The Research Thing: User research with kids
17 July 2018
Lesley Fosh and Ghazaleh Cousin
@SystemConcepts / @DiscoveryEdUK
3. About us
Lesley Fosh (@foshspice)
Senior UX Consultant
System Concepts
Ghazaleh Cousin (@GhazalehCousin)
Lead UX Researcher
Discovery Education UK
4. Background
Discovery Education UK is designing a new platform
for its primary school subscription service.
• Teacher view: Design and development stage
• Pupil view: Discovery stage
5. The product challenge
• Suitable for Foundation up to
Key Stage 2 (ages 4-11).
• Both engaging and adding
educational value.
• Provides benefits to teachers.
6. Research objectives
• What features and
capabilities should be
offered to pupils?
• What is an appropriate
look and feel for the
interface?
7. Our approach
• Start with Key Stage 2.
• Find a school to partner with.
• Individual design exercise in a
workshop setting.
19. User accounts.
Access to topics and
content outside of
school curriculum.
Ability to find
resources for other
year groups.
Clear menus.Printable resources to
use offline.
Rewards to track
progress.
A search bar.
Bright colours.
A range of content
types: text, images,
videos and games.
Topical content.
Avatars. Ability to choose
difficulty level.
Working design brief
20. Next steps
• Repeat with other schools
and key stages.
• Align findings with teachers’
requirements.
• Create mockups and use as
probes in future workshops.
21. Key takeaways
Researching with kids
Creativity to unlock needs
The use of visual elements and
collage unlocks the ability for pupils to
verbalise their thoughts and feelings.
Finding the right balance
Pupils of this age can be conflicted
between what they find engaging
versus what they feel is appropriate
to their maturity.
Group work
Let children be inspired by each
other’s work.
Rewards for participation
These help to keep children
motivated and rewards them for
their hard work.
22. Key takeaways
Researching with kids
Do your homework
Learn as much as you can ahead
of meeting the participants.
Time and place
Visit children in a fun environment
and keep within their parent or
teacher’s schedule.
A range of communication
methods
Let children express themselves in
different ways.
Team up with additional
moderators
Make sure you have enough people
to talk to children individually.
Lesley: Thanks for coming. We’re going to be talking about a project we worked on together earlier this year. This was part of the discovery phase so was around finding out about users and their needs.
Lesley: Some quick introductions. I’m Lesley and I’m a senior consultant here at System Concepts
Ghazaleh: And I’m Ghazaleh and I’m the lead researcher at Discovery Education. Discovery Education is…. (describe Discovery Education)
Lesley: And System Concepts is a UX consultancy with over 35 years experience. We’ve got a strong research team and we help our clients with projects around UX and accessibility over a wide range of physical and digital products and services.
We’re going to talk today about a project we recently conducted together with the help of another consultant Charlotte Morrison who is here today as well.
Ghazaleh’s going to give you some background on the background and the research objectives.
Ghazaleh
Ghazaleh
The product needs to address the following challenges:
Suitable for pupils for all levels from foundation to Key Stage 2 (ages 4 to 11).
Both engaging and providing added value for pupils.
Retains the learning value so teachers maximise the benefits of the service.
(Maybe talk about what research you have done on the teacher side and what has been implemented so far?)
Ghazaleh
Lesley
Having met with Ghazaleh and her colleagues we came up with an approach that would help them answer the research questions.
The approach we suggested was:
KS2 – from our discussions it was clear that there’s quite a big difference between 4 year olds and 11 year olds. It’s likely that the eventual product is not going to be one size fits all key stages. Rather than try to find requirements from Foundation all the way up to KS2, we thought start with upper years whose requirements for functionality are likely to be wider – they are more likely to have more features and lower key stages might have variations on them.
School – School visit vs. lab based work – we considered recruiting pupils come into the lab accompanied by their parents, but we thought we’d get much more value from talking to children in their own environments. Ghazaleh will tell you that finding a school that’s willing to let you come in to do research for a day is not easy. We found a school through a personal connection which made things a lot easier for us. They needed to organise which children could come out of class at which time and also organised getting all of our consent forms signed ahead of the sessions, so was an absolute godsend.
Co-design – the approach itself was to run a series of workshops with 3-4 pupils in each for just 45 minutes each. The main exercise was to design their own educational websites by looking through screenshots of their favourite websites and cutting and sticking them onto their own website design, and discussing why they were including the things they were.
Lesley
Wanted to find out about their tech use for school and at home before we arrived on the day
Ideally we would have sent them a probe pack to fill in over time, but because we were short on time we sent them a Google form to fill in during an IT lesson
We gathered info from 86 pupils across year groups and found out about their technology use, their favourite websites for school and other things.
Analysed the survey data to find out what their most used websites are for school work (at school and at home) to come up with a list of about 20 websites and printed some large screenshots from each of them
Here we have:
Purple mash
Youtube
BBC bitesize
BBC iPlayer
Maths for kids
Friv
Times table rock stars
Each workshop was made up of children from the same year but different classes. Name badges ensured that facilitators could interact directly with different pupils. Researchers used first names (instead of conventional Mr/Mrs Surname) to create a more informal, friendly and fun atmosphere.
2. Printed screenshots from familiar and unfamiliar websites and programs were provided to be cut up and incorporated into new designs. Children were also encouraged to draw elements and annotate their design. We had both group and 1:1 discussions with children during the sessions.
3. Children explained their designs to the group, why they had chosen different elements, and what features and functions they wanted their website to provide.
4. Children were shown 7 different designs of existing Espresso modules and provided verbal feedback about their likes and dislikes. Pupils were asked about the colour schemes, characters and features of the potential designs.
5. Pupils were thanked for their input and rewarded with a certificate, stickers and a pencil case which they were very excited about.
Lesley
How did it go?
Each of the groups had no trouble getting into the design exercise – there was barely any hesitation to get started cutting and sticking.
Makes a change from starting workshops with adults with a carefully designed ‘icebreaker’ activity to get them into the creative mindset.
Lesley
- All of the children worked individually and produced their own designs. There was a really wide range of designs.
Lesley
- They were given a free rein to design anything they want as long as it was broadly an educational website. They were able to design websites that followed their own interests – this one was a sports facts website that had facts, photos, videos, drawings and a quiz.
Lesley
- Times table rock stars came up quite frequently
Lesley
- Interesting to see how many chose to include a search bar or other navigation for getting around.
Lesley
Log ins were expected so they could secure their work and rewards.
Lesley
Lesley
- Most of the groups were from different classes within a year group so they knew each other but weren’t close friends. There were 2 who slipped through the net and were close friends who sat next to each other and produced almost identical designs.
Lesley
Ghazaleh
Involve pupils from a range of different schools which utilise a variety of digital resources.
Repeat similar exercise with pupils from other key stages (Foundation and KS1).
Additional exercise to interview teachers to understand teacher requirements for the pupil view, both minimum and desirable requirements.
Create initial mock ups incorporating learnings from above research. Use mock ups as probes in follow up workshops.
Ghazaleh
The use of visual element and cut outs unlocks the ability for pupils to verbalise their thoughts and feelings.
Children have internal battle between what is engaging versus what they aspire to. And that creates a challenge to the best balance in the terms of visual assets.
Group work lets children discuss and be inspired by each other and makes it a fun activity.
Lesley
Learn as much as you can ahead of meeting them
This allows you to do your homework on the things they are used to doing and using.
2. Make it creative – give them physical resources and get them to make things or move things around
Let the activity lead and the conversation will flow around it
3. Be mindful of the social structures of the group.
4. Be ready to have your assumptions challenged.
Workshops with groups of pupils
Design exercise
Create their own educational websites using their favourite websites as inspiration
Informally discuss their designs as they take shape to find out why they are including different elements
Learn as much as you can ahead of meeting them
This allows you to do your homework on the things they are used to doing and using.
2. Make it creative – give them physical resources and get them to make things or move things around
Let the activity lead and the conversation will flow around it
3. Be mindful of the social structures of the group.
4. Be ready to have your assumptions challenged.
Ghazaleh
The use of visual element and cut outs unlocks the ability for pupils to verbalise their thoughts and feelings.
Children have internal battle between what is engaging versus what they aspire to. And that creates a challenge to the best balance in the terms of visual assets.
Group work lets children discuss and be inspired by each other and makes it a fun activity.
Lesley
Learn as much as you can ahead of meeting them
This allows you to do your homework on the things they are used to doing and using.
2. Make it creative – give them physical resources and get them to make things or move things around
Let the activity lead and the conversation will flow around it
3. Be mindful of the social structures of the group.
4. Be ready to have your assumptions challenged.