This project requires grade 9 science students to research two or more energy sources and present their findings on the advantages and disadvantages of each. Students will document their research process and share summaries of their findings on a class wiki. The goal is for students to demonstrate their understanding of electrical energy sources and use inquiry skills like collaboration and online research. Teachers will facilitate the problem-solving process and encourage use of technologies like wikis, blogs and multimedia for the presentations.
PHYSICS: Learning outcomes and CompetencesSEENET-MTP
The SEENET-MTP Seminar: Trends in Modern Physics
19–21 August 2011, Niš, Serbia
Talk by Radu Constantinescu (Faculty of Physics, University of Craiova)
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Technology-Enhanced Assessment and Feedback: How is evidence-based literature...Denise Whitelock
This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
PHYSICS: Learning outcomes and CompetencesSEENET-MTP
The SEENET-MTP Seminar: Trends in Modern Physics
19–21 August 2011, Niš, Serbia
Talk by Radu Constantinescu (Faculty of Physics, University of Craiova)
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Technology-Enhanced Assessment and Feedback: How is evidence-based literature...Denise Whitelock
This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
Outcome Based Education, Washington Accord, International Engineering Alliance, Graduate Attributes, Program Outcome, Competency, Performance Indicator, Examination Reforms by AICTE
ABET Accreditation Alert:
Engineering Accreditation Commission:
Proposed Revisions to Criteria 3 and 5
ABET's Accreditation Alerts summarize important changes in the Accreditation Criteria and the Accreditation Policy and Procedure Manual (APPM).
Proposed Changes: Feedback Requested
The EAC of ABET is currently soliciting observations from its constituents. You can send us your comments on these potential revisions through this form.
Learning portfolios workshop: a structured approachRaynauld Jacques
nspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. In this workshop, we present numerous learning environments of this type and provide a general framework linking all the key components. Various mock-ups will be used to illustrate in a live demo some of the key functionalities and could lead to questions and comments by participants according to their own specific needs. We conclude by discussing how these environments can be implemented in a model-based structured approach using the Web 2.0 Google Web Toolkit framework.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Engineering students need more learning aids. Teachers can develop suitable learning aids or buy from the market. They can develop self instructional modules, case studies, textbooks, item banks, question banks, MMLPs, videos etc.
WNF-er Jaap van der Waarde vertelt je in dit WNF-webinar alles over het geheime leven van deze gorilla en over de bescherming ervan. Zo heeft WNF het plan om in het Congo-Bekken 573.000 hectare bos te beschermen en werkt WNF samen met de lokale bevolking om de laaglandgorilla te beschermen.
Zeg je gorilla, dan denk je aan die vriendelijke reuzen onder de mensapen die een verborgen bestaan leiden in de dichte oerwouden van Afrika. Dat klopt ook. Maar deze verre neef van de mens is ook zwaar bedreigd! Zo neemt de oostelijke laaglandgorilla razendsnel in aantal af. Leer alles over de gorilla in dit WNF-webinar.
Outcome Based Education, Washington Accord, International Engineering Alliance, Graduate Attributes, Program Outcome, Competency, Performance Indicator, Examination Reforms by AICTE
ABET Accreditation Alert:
Engineering Accreditation Commission:
Proposed Revisions to Criteria 3 and 5
ABET's Accreditation Alerts summarize important changes in the Accreditation Criteria and the Accreditation Policy and Procedure Manual (APPM).
Proposed Changes: Feedback Requested
The EAC of ABET is currently soliciting observations from its constituents. You can send us your comments on these potential revisions through this form.
Learning portfolios workshop: a structured approachRaynauld Jacques
nspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. In this workshop, we present numerous learning environments of this type and provide a general framework linking all the key components. Various mock-ups will be used to illustrate in a live demo some of the key functionalities and could lead to questions and comments by participants according to their own specific needs. We conclude by discussing how these environments can be implemented in a model-based structured approach using the Web 2.0 Google Web Toolkit framework.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Engineering students need more learning aids. Teachers can develop suitable learning aids or buy from the market. They can develop self instructional modules, case studies, textbooks, item banks, question banks, MMLPs, videos etc.
WNF-er Jaap van der Waarde vertelt je in dit WNF-webinar alles over het geheime leven van deze gorilla en over de bescherming ervan. Zo heeft WNF het plan om in het Congo-Bekken 573.000 hectare bos te beschermen en werkt WNF samen met de lokale bevolking om de laaglandgorilla te beschermen.
Zeg je gorilla, dan denk je aan die vriendelijke reuzen onder de mensapen die een verborgen bestaan leiden in de dichte oerwouden van Afrika. Dat klopt ook. Maar deze verre neef van de mens is ook zwaar bedreigd! Zo neemt de oostelijke laaglandgorilla razendsnel in aantal af. Leer alles over de gorilla in dit WNF-webinar.
Comprender lo que es un proyecto educativo implica identificar un problema, sus causas y consecuencias y a partir de ello planear un proceso para alcanzar el objetivo que lo solucione total o parcialmente. Este proceso implica desde la selección del problema, su tratamiento y la presentación del informe de resultados: concepción, planeamiento, formulación de acciones, implementación y evaluación. El aprendizaje colaborativo es la instancia de aprendizaje que se concreta mediante la participación de dos o más individuos en la búsqueda de información, o en la exploración tendiente a lograr una mejor comprensión o entendimiento compartido de un concepto, problema o situación. (scagnoli, 2005). Es así que en la materia de Electricidad y Electrónica Industrial que se imparte en la carrera de Ingeniería Industrial se ha utilizado todo lo referente al ámbito del aprendizaje colaborativo, para que todos los alumnos del grupo elaboraran el libro de texto del módulo, cumpliendo con el programa oficial de la carrera aprobado por el Tecnológico Nacional de México. En este orden de ideas, leidner y jarvenpaa (1995), señalan que el aprendizaje colaborativo, además de ayudar a desarrollar el pensamiento crítico en los estudiantes, también contribuye a mejorar las relaciones interpersonales, pues implica que cada uno de los miembros aprenda a escuchar, discernir y comunicar sus ideas u opiniones a los otros con un enfoque positivo y constructivista. Por otra parte, barab, thomas y merrill (2001), se refieren al aprendizaje colaborativo, como la construcción de significado que resulta de compartir experiencias personales. Estos autores insisten que los entornos virtuales ayudan a los modelos educativos a ser más participativos, y amplían las oportunidades de investigación, comunicación y distribución del conocimiento.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Ed Tech Workshop Presents Project Based LearningDavid Boin
A presentation featuring 21st Century strategies for 21st Century learners. The convergence of projects, technology, creativity, and student centered learning.
3. The Project In practice, this problem-based learning project would serve as a culminating task for the Science 9 Unit D: Electrical Principles and Technologies. The task outlined ahead would only be one of many options students could choose from in order to use and demonstrate the knowledge and skills they acquired throughout the unit.
4. The Project This particular task requires students to complete research on two or more energy sources and their associated technologies and present their research. Their guiding question will be: “ What are the advantages and disadvantages of selected energy sources?” This presentation can be completed using any method they chose, but the research process and essential information will be documented using an online wiki.
6. Project Rationale By completing this culminating task, students will demonstrate an understanding of the science unit as well as use the scientific process of inquiry and research. Energy sources are among one of the most discussed topics in 21st century academia and politics which makes the task relevant and student presentations and publications make the task authentic. Student choice within the task will also allow students to use previous skills and skills learned outside the classroom.
7. Context Grade: 9 Class: Science (with possible cross-curricular links to Social Studies, Mathematics, and English Language Arts) Unit: Electrical Principles and Technologies Students should have prior understanding of : forms of energy and energy transformation and transmission generation of electrical energy electric charge, current and storage circuits measures and units of electrical energy electrical resistance and Ohm's law renewable and nonrenewable energy
8. Learner outcomes What are the primary objectives for the project? Are there secondary ones?
9. Learner Outcomes Only the BOLDED UPPERCASE outcomes listed ahead would be part of summative assessment with the chosen project; although, many of the outcomes listed from the Alberta Program of Studies would be included in the problem-based project.
10. Learner Outcomes Science Knowledge & Understanding Outcomes IDENTIFY AND EVALUATE SOURCES OF ELECTRICAL ENERGY, INCLUDING OIL, GAS, COAL, BIOMASS, WIND AND SOLAR identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy investigate and describe evidence of energy transfer and transformation identify the forms of energy inputs and outputs in a device or system describe the by-products of electrical generation and their impacts on the environment identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use
11. Learner Outcomes Science Skill Outcomes (focus on problem solving) Students will: WORK COLLABORATIVELY ON PROBLEMS; AND USE APPROPRIATE LANGUAGE AND FORMATS TO COMMUNICATE IDEAS, PROCEDURES AND RESULTS work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use charts to present data on the voltage, current (amperage) and resistance found in series and parallel circuits) defend a given position on an issue or problem based on their findings (e.g., develop and defend a proposal on the appropriateness of an alternative energy source in a given application) Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., demonstrate interest and become involved in decision making that requires full-group participation; consider alternative ideas and interpretations suggested by members of the group; share the responsibility for difficulties encountered in an activity)
12. Learner Outcomes ICT Outcomes (Division 3) C.5 - STUDENTS WILL USE TECHNOLOGY TO AID COLLABORATION DURING INQUIRY. C.1 - Students will access, use and communicate information from a variety of technologies. C.2 - Students will seek alternative viewpoints, using information technologies. C.4 - Students will use organizational processes and tools to manage inquiry. F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies. P.1 - Students will compose, revise and edit text. P.3 - Students will communicate through multimedia. P.5 - Students will navigate and create hyperlinked resources. P.6 - Students will use communication technology to interact with others.
13. Learner Outcomes Social Studies Skill Outcomes MAKE CONNECTIONS AMONG RELATED, ORGANIZED DATA, AND ASSEMBLE VARIOUS PIECES INTO A UNIFIED MESSAGE determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue access and operate multimedia applications and technologies from stand-alone and online sources participate in and predict outcomes of problem-solving and decision-making scenarios articulate clearly a plan of action to use technology to solve a problem identify the appropriate materials and tools to use in order to accomplish a plan of action evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate organize and synthesize researched information include and organize references as part of research refine searches to limit sources to a manageable number
14. Learner Outcomes There are also many English Language Arts and Mathematics outcomes that are tied to this project, but are too numerous to list.
16. Description The learning project will be student-centered and the teacher will act mostly to facilitate the problem solving process and make suggestions for technology and resources suitable to research and presentation. The student hand-out will include instructions and suggestions as well as a grading rubric. The activity is left open-ended enough so that students can pose their own questions on their topic and continually formulate new questions as they complete their research. Students are encouraged to use this opportunity to not only demonstrate their knowledge and understanding of the topic, but also to showcase and build upon their artistic and technology skills.
17. Technology All students are required to use technology in the following ways: Discussion forums – students working within groups or as individuals will use online discussion forums to record their problem solving steps, collaboration techniques and reflections on the research and presentation process. Wikis – students will post summaries of research to be shared on a class wiki that group members can each edit and add to and the remainder of the class can view.
18. Technology Students will be using technology throughout the research process via: Web search engines Library searches Word processors for keeping notes Blogs for reflection Digital collaborative thought webs Students will have the option to use technology as part in their product by creating: Word-processed reports Videos Slideshows Prezis Digital Posters Websites Other student-suggested formats
20. ‘Wiki’ by bobobluemonkey1 http://www.youtube.com/watch?v=GL3wnvMoT0E
21. What’s a Wiki? “A collaborative website which can be directly edited using only a web browser, often by anyone with access to it.” [http://en.wiktionary.org/wiki/wiki]
22. Rationale The pedagogical potential for wikis can be viewed as: Opportunities for learning: Students create content: knowledge production and synthesis Ownership and autonomy – Authentic Learning Tasks Linking patterns and contextualising Sharing, collaboration and group work Reflection Dialogue through discussion pages
23. Rationale Opportunities for differentiated activities: Group project work Building shared repositories Conference style presentations Critical peer review Debating course topics
24. Rationale Benefits of writing for wikis: Improve the most challenging phase of the writing process: revision Increase flexibility to consider other ways of saying things Build an awareness of a wider, more authentic audience Stimulate discussion and reflection about the writing process Help students articulate different conceptualizations of the same content
26. Strategies Students will likely be involved in many problem solving strategies throughout the project, here is a short list: Creating Subgoals Students will break down the problem into more manageable pieces to keep their research focused and to avoid being overwhelmed with too much information. Brute force - Trial and Error Some students may wish to use trial and error as a means of brainstorming presentation ideas or to do decide what pieces of information are most important. Hill climbing If students have an idea at the beginning of the project of how they would like to proceed with their research and what their product might look like, this strategy is one that they will be using. Acquisition of content knowledge Most students should already have enough background knowledge, but some may need to go back and review unit content, or complete a broader scope of research so that they become more knowledgeable about the topics before they narrow their scope.
27. Strategies Pattern recognition As students complete their research, they will recognize patterns in how previous published materials were organized. They will likely choose to follow those patterns in an effort to maximize efficiency. Elaboration The use of discussion forums and wikis throughout the research process will likely lead to new questions that students must elaborate externally and communicate that elaboration to their peers. Chunking This is similar to creating sub-goals in this case as students break down the problem into smaller ones . They will hopefully be doing this using the discussion boards or graphic organizers. Organizational instruments The end product itself, is a means to understand the problem. Students will be creating some form of organized presentation, thus this strategy will be used throughout the entire process.
28. Student Resources http://laveryscience.wikispaces.com/ The wiki space for students to post their information and discuss the project with peers (not fully developed) http://www.alternative-energy-news.info/ An up-t0-date site on news regarding alternative energy http://www.eia.doe.gov/kids/ A great informative site from the U.S. Energy Information Administration
29. Conclusion Using these types of technologies in the classroom is not something I’ve had the opportunity to try yet... but... “Reports that say that something hasn’t happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there known n; that is to say we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know.” - Donald Rumsfeld Known knowns: institutional barriers, pedagogy, current student competencies, my own competencies Known unknowns: impact of web 2.0 (quality and trust), direction of e-learning, next generation learners Unknown unknowns: ???
30. References Mah, K. (2002). Science in Action. Toronto: Addison Wesley Publishing. Wetzel, D. (2009, June 10). 5 Strategies for Using Wikis in a Classroom. Retrieved December 1, 2010, from Suite 101: http://www.suite101.com/content/5-strategies-for-using-wikis-in-the-classroom-a124331 Wikiquote. (2010, November 1). Donald Rumsfeld. Retrieved December 1, 2010, from WikiQuote: http://en.wikiquote.org/wiki/Donald_Rumsfeld