The document discusses Girls Hack Ireland, an event that hosted 100 girls aged 15-17 along with 90 mentors at Dublin City University. The girls spent 8 hours remixing or building a website on the theme of "New Ireland". It also announces a hardware hackathon on June 20th at Inspire Fest in Merrion Square for Girls Hack Ireland and provides contact information for the event organizer Dr. Suzanne Little.
The document discusses the Go-Lab Project which involves 19 partners from 10 countries. It focuses on building a community of teachers and schools around the Go-Lab Inquiry Learning Spaces (ILS) and online labs. It notes that their goal is to connect with 1000 schools but that maintaining connections with teachers will be challenging given they will likely be working with institutions, associations, and national coordinators who are often alone in their efforts. It provides information on some of the national coordinators and strategies discussed for engaging the teacher community in Spain through workshops, summer schools, contests and collaborations with other projects and organizations.
Clickers are electronic voting devices that allow students to anonymously answer multiple-choice questions during class. Using clickers can increase interactivity, concentration, active learning, and provide real-time feedback. With clickers, lecturers can gauge student understanding, identify misconceptions, and tailor explanations accordingly. Both students and lecturers generally view clickers positively as they foster participation, discussion, and a collaborative learning environment.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
Scientix workshop at eTwinning conference Lisbon 2013Brussels, Belgium
This document summarizes a workshop on eTwinning and science projects using resources from Scientix. The workshop covers an introduction to the Scientix portal and its resources, an example of a collaborative teaching project developed using its resources, and a brainstorming session on future eTwinning and Scientix projects. Scientix is financed by the European Union and aims to support schools in using technology to improve science, math and technology education across Europe. It provides a portal with translation, courseware and news resources to facilitate international collaboration between teachers and students on STEM projects.
The Go-Lab Project makes remote and online laboratories available for large-scale use in education, offering students the opportunity to perform personalized scientific experiments with online labs and teachers the possibility to enrich classroom activities with demonstrations and lab access. The project involves 1000 schools across 15 countries in 3 implementation phases, with the goal of using the Go-Lab platform and repository of online labs to implement inquiry learning spaces and allow teachers to develop new spaces. National coordinators in each country support the large-scale pilots and teacher trainings.
The document discusses Girls Hack Ireland, an event that hosted 100 girls aged 15-17 along with 90 mentors at Dublin City University. The girls spent 8 hours remixing or building a website on the theme of "New Ireland". It also announces a hardware hackathon on June 20th at Inspire Fest in Merrion Square for Girls Hack Ireland and provides contact information for the event organizer Dr. Suzanne Little.
The document discusses the Go-Lab Project which involves 19 partners from 10 countries. It focuses on building a community of teachers and schools around the Go-Lab Inquiry Learning Spaces (ILS) and online labs. It notes that their goal is to connect with 1000 schools but that maintaining connections with teachers will be challenging given they will likely be working with institutions, associations, and national coordinators who are often alone in their efforts. It provides information on some of the national coordinators and strategies discussed for engaging the teacher community in Spain through workshops, summer schools, contests and collaborations with other projects and organizations.
Clickers are electronic voting devices that allow students to anonymously answer multiple-choice questions during class. Using clickers can increase interactivity, concentration, active learning, and provide real-time feedback. With clickers, lecturers can gauge student understanding, identify misconceptions, and tailor explanations accordingly. Both students and lecturers generally view clickers positively as they foster participation, discussion, and a collaborative learning environment.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
Scientix workshop at eTwinning conference Lisbon 2013Brussels, Belgium
This document summarizes a workshop on eTwinning and science projects using resources from Scientix. The workshop covers an introduction to the Scientix portal and its resources, an example of a collaborative teaching project developed using its resources, and a brainstorming session on future eTwinning and Scientix projects. Scientix is financed by the European Union and aims to support schools in using technology to improve science, math and technology education across Europe. It provides a portal with translation, courseware and news resources to facilitate international collaboration between teachers and students on STEM projects.
The Go-Lab Project makes remote and online laboratories available for large-scale use in education, offering students the opportunity to perform personalized scientific experiments with online labs and teachers the possibility to enrich classroom activities with demonstrations and lab access. The project involves 1000 schools across 15 countries in 3 implementation phases, with the goal of using the Go-Lab platform and repository of online labs to implement inquiry learning spaces and allow teachers to develop new spaces. National coordinators in each country support the large-scale pilots and teacher trainings.
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
The Photonics Explorer is a classroom kit that contains experimental materials, worksheets, and multimedia resources to teach photonics concepts to students through inquiry-based learning. The kit was developed by an international team of over 30 teachers and experts across 10 European countries. It includes 8 modules that can be integrated into secondary school curriculums. The kits and teacher training courses are provided free of charge to educate students about photonics across Europe.
This document outlines the importance of inquiry-based science education for various groups including teachers, students, parents, policy makers, and scientific communities. It discusses how inquiry involves skills like critiquing experiments, distinguishing alternatives, diagnosing problems, and searching for information. It also mentions that teacher education programs should provide pre-service and in-service teachers with inquiry skills and establish inquiry-based science education units that engage students in authentic learning experiences connected to real-world science.
Technopolis is a Flemish science center that opened in 2000. Its mission is to bring science and technology closer to people. It offers various educational activities both onsite and offsite, including shows, demonstrations, workshops, and a science truck called "MysteriX". One workshop is called "Energy for the Future", which is a 2-hour interactive workshop for 12-14 year olds. Students work in groups on 4 projects to generate alternative energy from wind, water, solar, and hydrogen. The goal is to power a model apartment at the end.
The document describes STENCIL, a Comenius Network composed of 21 partners from 9 European countries focused on encouraging cooperation and reflection on science education. STENCIL offers a web portal where users can present projects, get inspired by browsing initiatives from other schools and countries, and find over 900 entries in the European Catalogue of Science Education Initiatives. It serves as a virtual community for sharing ideas and a source of inspiration by publishing annual reports of good practices.
R. Hechter: Chasing Aurora: Using authentic context for STEM Brussels, Belgium
This document outlines plans to develop a STEM curriculum focused on studying the aurora borealis. It discusses using the aurora as an authentic context to teach science, technology, engineering, art and math concepts. The curriculum would involve students learning fundamentals at home and then communicating in real-time with researchers in Manitoba, who are working to capture photos and study the aurora. Future plans include revising the companion curriculum, partnering with schools worldwide on an "overhead view" experiment, and visiting Churchill multiple times per year to continue developing the project.
STE&M intertwined – Learning by analogy, Yair Ben-HorinBrussels, Belgium
This document discusses using analogies to help teach STEM concepts across different disciplines like physics, chemistry, and engineering. It explains that analogies are similarities between two concepts or phenomena that have identical patterns. Analogies can help improve understanding by placing a new concept in the context of familiar ones. They also promote cross-disciplinary skills and thinking across multiple areas like science, technology, engineering, and math. The document provides examples of analogies made between electrical circuits and neurons, logic gates and neurons, and reflexes and control systems.
Presentation of the project "Robotic Platform Karel" by Mihai Agape - Romania, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Moshe Talesnik, Towards a ubiquitous good NST education Brussels, Belgium
The document discusses nanotechnology education programs for secondary schools. It analyzes 12 exemplary programs from different European countries based on parameters like whether they are compulsory or optional courses, integrate nanotechnology into other subjects or are standalone, involve virtual or in-person teaching, industry/academic partnerships, and hands-on versus theoretical focus. The analysis finds that while programs vary in their approaches, most involve independent nanotechnology subjects, hands-on teaching with industry/academic support, and aim to engage students and the broader community. The document concludes that to fully realize the potential of nanotechnology education, schools need programs that are both comprehensive and innovative.
Scientix 9th SPNE Brussels 6 November 2015: Project for the Initiation to the...Brussels, Belgium
Presentation of the project "Project for the Initiation to the Research and Innovation at Secondary School (PIIISA)" by F.J.P. Cáceres, held during the 9th Science Projects' Networking Event, Brussels, 6 November 2015
ASTEP and professional development, Evelyne TouchardBrussels, Belgium
The ASTEP program pairs science students with primary school teachers to support hands-on science education. A study analyzed the effects of the program on teaching methods. Interviews found that collaborating with a science student confirmed teachers' scientific knowledge and led to restructuring lessons. The program is most effective when the teacher wishes to improve practice by receiving input. It allows teachers to observe the investigative approach in action and refine their own teaching style with feedback.
E. Kyza: Motivating teacher and student science learning Brussels, Belgium
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
Tania Pinto, Learning science In the 21st century (T43)Brussels, Belgium
This document summarizes a teaching experience using problem-based learning (PBL) across 3 science classes in different schools in Portugal. The lessons focused on moon craters, volcanic activity, and seismology. Students worked collaboratively in groups to research problems, conduct experiments using digital simulations, and present their findings. A questionnaire found that students largely enjoyed the lessons, felt they learned, and liked conducting experiments and using software. The lessons aimed to develop 21st century skills like collaboration, problem-solving, and ICT skills. Further research with more themes and students could better evaluate PBL's long-term effects on learning.
From NanoYou to secondary school Nano studies, Nira Shimoni-AyalBrussels, Belgium
This document discusses a nanotechnology curriculum for middle school students. It aims to inspire science education using nanotechnology studies. The curriculum was implemented in 400 schools across 20 countries, reaching over 25,000 students aged 11-18. It addresses challenges like teaching advanced nanotechnology topics at a middle school level and providing teacher training. Lessons include hands-on experiments, videos, and role-playing ethical dilemmas. A 30-hour blended learning mini-curriculum was developed for 9th grade covering topics like nanoparticles, nanodevices, and applications while integrating concepts from chemistry, physics, biology and other disciplines.
Promoting excellence in STEM education, Andrea van BruggenBrussels, Belgium
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
Scientix: Inquiry Based Learning and Online ContentBrussels, Belgium
The document discusses the Scientix project, which is supported by the European Commission to promote inquiry-based learning and sharing of online STEM education resources across Europe. It provides information on the Scientix portal, which contains European science and math projects, teaching materials, news, and events. It also describes the Scientix conference in 2014 and workshops held around Europe to support teachers in STEM education.
Sharing Open Education Resources in Multilanguage repositoriesBrussels, Belgium
Scientix and eQNet are EU-funded projects that support sharing open educational resources. The Learning Resource Exchange is a federation of repositories that provides over 200,000 open educational resources in more than 30 languages. eQNet established the Travel Well criteria to evaluate resources for their ability to be reused across countries based on factors like language independence and clear licensing. Scientix focuses on STEM resources and has a translation feature to promote the dissemination of teaching practices across Europe.
This document summarizes discussions from the 6th Scientix Projects' Networking Event on developing experiments to address skills gaps in manufacturing. It describes 6 proposed experiments that use simulations, videos and virtual reality to teach manufacturing concepts to teenagers and young adults. It also notes insights from the event that real-world cases motivate learners more than textbooks, and challenges around collaborating across institutions and coordinating content from companies for educational use. The document outlines a process for co-designing experiments by identifying barriers and enablers through workshops and discussions with students and teachers.
Presentation at the 11 European Computer Science Summit in Vienna, 12-14th October 2015, ECSS2015
http://www.informatics-europe.org/ecss/ecss-2015.html
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
The Photonics Explorer is a classroom kit that contains experimental materials, worksheets, and multimedia resources to teach photonics concepts to students through inquiry-based learning. The kit was developed by an international team of over 30 teachers and experts across 10 European countries. It includes 8 modules that can be integrated into secondary school curriculums. The kits and teacher training courses are provided free of charge to educate students about photonics across Europe.
This document outlines the importance of inquiry-based science education for various groups including teachers, students, parents, policy makers, and scientific communities. It discusses how inquiry involves skills like critiquing experiments, distinguishing alternatives, diagnosing problems, and searching for information. It also mentions that teacher education programs should provide pre-service and in-service teachers with inquiry skills and establish inquiry-based science education units that engage students in authentic learning experiences connected to real-world science.
Technopolis is a Flemish science center that opened in 2000. Its mission is to bring science and technology closer to people. It offers various educational activities both onsite and offsite, including shows, demonstrations, workshops, and a science truck called "MysteriX". One workshop is called "Energy for the Future", which is a 2-hour interactive workshop for 12-14 year olds. Students work in groups on 4 projects to generate alternative energy from wind, water, solar, and hydrogen. The goal is to power a model apartment at the end.
The document describes STENCIL, a Comenius Network composed of 21 partners from 9 European countries focused on encouraging cooperation and reflection on science education. STENCIL offers a web portal where users can present projects, get inspired by browsing initiatives from other schools and countries, and find over 900 entries in the European Catalogue of Science Education Initiatives. It serves as a virtual community for sharing ideas and a source of inspiration by publishing annual reports of good practices.
R. Hechter: Chasing Aurora: Using authentic context for STEM Brussels, Belgium
This document outlines plans to develop a STEM curriculum focused on studying the aurora borealis. It discusses using the aurora as an authentic context to teach science, technology, engineering, art and math concepts. The curriculum would involve students learning fundamentals at home and then communicating in real-time with researchers in Manitoba, who are working to capture photos and study the aurora. Future plans include revising the companion curriculum, partnering with schools worldwide on an "overhead view" experiment, and visiting Churchill multiple times per year to continue developing the project.
STE&M intertwined – Learning by analogy, Yair Ben-HorinBrussels, Belgium
This document discusses using analogies to help teach STEM concepts across different disciplines like physics, chemistry, and engineering. It explains that analogies are similarities between two concepts or phenomena that have identical patterns. Analogies can help improve understanding by placing a new concept in the context of familiar ones. They also promote cross-disciplinary skills and thinking across multiple areas like science, technology, engineering, and math. The document provides examples of analogies made between electrical circuits and neurons, logic gates and neurons, and reflexes and control systems.
Presentation of the project "Robotic Platform Karel" by Mihai Agape - Romania, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Moshe Talesnik, Towards a ubiquitous good NST education Brussels, Belgium
The document discusses nanotechnology education programs for secondary schools. It analyzes 12 exemplary programs from different European countries based on parameters like whether they are compulsory or optional courses, integrate nanotechnology into other subjects or are standalone, involve virtual or in-person teaching, industry/academic partnerships, and hands-on versus theoretical focus. The analysis finds that while programs vary in their approaches, most involve independent nanotechnology subjects, hands-on teaching with industry/academic support, and aim to engage students and the broader community. The document concludes that to fully realize the potential of nanotechnology education, schools need programs that are both comprehensive and innovative.
Scientix 9th SPNE Brussels 6 November 2015: Project for the Initiation to the...Brussels, Belgium
Presentation of the project "Project for the Initiation to the Research and Innovation at Secondary School (PIIISA)" by F.J.P. Cáceres, held during the 9th Science Projects' Networking Event, Brussels, 6 November 2015
ASTEP and professional development, Evelyne TouchardBrussels, Belgium
The ASTEP program pairs science students with primary school teachers to support hands-on science education. A study analyzed the effects of the program on teaching methods. Interviews found that collaborating with a science student confirmed teachers' scientific knowledge and led to restructuring lessons. The program is most effective when the teacher wishes to improve practice by receiving input. It allows teachers to observe the investigative approach in action and refine their own teaching style with feedback.
E. Kyza: Motivating teacher and student science learning Brussels, Belgium
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
Tania Pinto, Learning science In the 21st century (T43)Brussels, Belgium
This document summarizes a teaching experience using problem-based learning (PBL) across 3 science classes in different schools in Portugal. The lessons focused on moon craters, volcanic activity, and seismology. Students worked collaboratively in groups to research problems, conduct experiments using digital simulations, and present their findings. A questionnaire found that students largely enjoyed the lessons, felt they learned, and liked conducting experiments and using software. The lessons aimed to develop 21st century skills like collaboration, problem-solving, and ICT skills. Further research with more themes and students could better evaluate PBL's long-term effects on learning.
From NanoYou to secondary school Nano studies, Nira Shimoni-AyalBrussels, Belgium
This document discusses a nanotechnology curriculum for middle school students. It aims to inspire science education using nanotechnology studies. The curriculum was implemented in 400 schools across 20 countries, reaching over 25,000 students aged 11-18. It addresses challenges like teaching advanced nanotechnology topics at a middle school level and providing teacher training. Lessons include hands-on experiments, videos, and role-playing ethical dilemmas. A 30-hour blended learning mini-curriculum was developed for 9th grade covering topics like nanoparticles, nanodevices, and applications while integrating concepts from chemistry, physics, biology and other disciplines.
Promoting excellence in STEM education, Andrea van BruggenBrussels, Belgium
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
Scientix: Inquiry Based Learning and Online ContentBrussels, Belgium
The document discusses the Scientix project, which is supported by the European Commission to promote inquiry-based learning and sharing of online STEM education resources across Europe. It provides information on the Scientix portal, which contains European science and math projects, teaching materials, news, and events. It also describes the Scientix conference in 2014 and workshops held around Europe to support teachers in STEM education.
Sharing Open Education Resources in Multilanguage repositoriesBrussels, Belgium
Scientix and eQNet are EU-funded projects that support sharing open educational resources. The Learning Resource Exchange is a federation of repositories that provides over 200,000 open educational resources in more than 30 languages. eQNet established the Travel Well criteria to evaluate resources for their ability to be reused across countries based on factors like language independence and clear licensing. Scientix focuses on STEM resources and has a translation feature to promote the dissemination of teaching practices across Europe.
This document summarizes discussions from the 6th Scientix Projects' Networking Event on developing experiments to address skills gaps in manufacturing. It describes 6 proposed experiments that use simulations, videos and virtual reality to teach manufacturing concepts to teenagers and young adults. It also notes insights from the event that real-world cases motivate learners more than textbooks, and challenges around collaborating across institutions and coordinating content from companies for educational use. The document outlines a process for co-designing experiments by identifying barriers and enablers through workshops and discussions with students and teachers.
Presentation at the 11 European Computer Science Summit in Vienna, 12-14th October 2015, ECSS2015
http://www.informatics-europe.org/ecss/ecss-2015.html
The document summarizes a presentation about the Scientix 2 project, which is supported by the European Commission. Scientix 2 aims to promote science, technology, engineering, and mathematics (STEM) education in Europe through several initiatives, including a online portal that disseminates STEM projects and resources, conferences, workshops, and collaborations between STEM projects and teachers. The presentation provided details on the various services and activities offered by Scientix 2 to support STEM education across Europe.
This document discusses learning dashboards and learnscapes. It describes a team that conducts research on technology enhanced learning, music, and human-computer interaction. The team explores collecting learner data through tools like blogs, virtual machines, and learning management systems to provide awareness, self-reflection, and sense making for learners. The document also lists some challenges around user tracking, evaluation, and architectural issues and announcements for upcoming presentations.
Julie Wallis & Vanina dal Santo: My life! My future! Implementing a CLIL prog...eaquals
This document summarizes a CLIL (Content and Language Integrated Learning) summer camp program for teenagers. The program was designed to teach leadership skills and have students work collaboratively on projects using English. Students were split into groups to create an original song, plan a sporting event, design an app, organize a culminating event, act out a sketch, and produce short films. The program employed language trainers and project facilitators to guide students through the content using CLIL methodology. Quality control measures like surveys, staff meetings, and observations were used to gather feedback and ensure goals were met. The program resulted in students successfully completing their assigned projects and learning objectives around content, communication, cognition, and culture.
Open data in ubi systems research - introduction to open science and open dat...Heli Väätäjä
This is the second set of slides is the introduction to Open Science and Open Data in research. Slides are from the seminar on Open Data in Ubiquitous Systems Research aimed for doctoral students in HCI and CS.
This document outlines Miquel Duran's presentation on communicating science digitally. It discusses how scientists are often perceived, the importance of digital skills for science communication, and popular tools for sharing research online like blogs, social media and videos. While there are reasons not to communicate science, Duran argues that doing so provides opportunities for funding, teaching, networking and engaging the public in scientific issues. He encourages scientists to start participating online through blogs, Twitter or Instagram.
This sessiongave delegates an overview of the five challenges that Jisc is addressing via research and development effort.
You will hear what the challenges are and learn how you can get involved in developing solutions to address the challenges.
Learning Analytics for online and on-campus education: experience and researchTinne De Laet
This presentation was used Tinne De Laet, KU Leuven, for a keynote presentation during the event: http://www.educationandlearning.nl/agenda/2017-10-13-cel-innovation-room-10-learning-and-academic-analytics organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology.
The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics.
Hendrik Drachsler presents on envisioning the future of learning analytics at an education conference in the Netherlands. He discusses the LACE project, which aims to integrate communities working on learning analytics in schools, workplaces and universities. The presentation outlines four visions for the future of learning analytics in 2025, including analytics being essential tools for educational management, supporting self-directed autonomous learning, rarely being used due to data privacy issues, and personalizing education through adaptive recommendations. Drachsler conducts a workshop to gather feedback on these visions from conference attendees.
How to-get-people-to-love-your-ideas-100-openLucidity
The best ideas need oxygen to survive. Without support, buy-in and resources from colleagues, managers, your board, supporters and beneficiaries an idea quickly dies. And that’s why being able to navigate the subtleties of interactions with the people you seek to influence, and approach them in a way that gives you the best chance of getting the results you want is a skill worth perfecting. Making an idea or an innovation happen is riddled with barriers, egos and politics. Your ability to influence could be the difference between success and failure.
LT-Accelerate - Brussels - December 5th 2014 - Brussels Data Science CommunityDigitYser
LT-Accelerate is a conference designed to help businesses, researchers and public administrations discover business value via Language Technology.
We are the fastest growing community of data scientists in Europe, Driven by volunteers doing data4good.
We promote the value of analytics and organise events, hands-on sessions and trainings to close the gap between academics and business.
Join us if you want to share, learn and have fun with analytical & technological innovation & positive social change.
Digital Transformation in Higher Education - The Changing Student RelationshipAndy Steer
Slide Deck delivered at SAP's Digital Transformation for Public Services event.
If you think that SAP and higher education is just about finance and HR then think again.
As SAP’s chosen Global Partner for higher education, itelligence are focused on bringing real innovation to your sector. From back office systems that save you time and money to consumer grade engagement platforms that drive student and staff recruitment, retention, and performance through to big data and analytic solutions that deliver actionable insight early to promote positive outcomes.
Bringing the best in SAP Consulting know-how and a range of services from implementation, training, support, and hosting, itelligence is the partner for tomorrow’s higher education institution.
NTCIR is a series of evaluation workshops designed to enhance research in information access technologies. The NTCIR-12 workshop was held in June 2016 in Tokyo, Japan. The MobileClick-2 task at NTCIR-12 included two subtasks: an iUnit ranking subtask that evaluated systems' ability to predict the importance of information snippets for a given query, and an iUnit summarization subtask to generate a two-layer summary of information snippets and subtopics. The MobileClick-2 task schedule included releasing the test queries in August 2015 and a submission deadline in December 2015.
The document summarizes research conducted on adaptive software-based feedback acquisition using a personas-based design approach. The researchers conducted interviews and surveys to identify different user types and behaviors regarding feedback. They developed personas representing the different user clusters and integrated the personas into the design of an adaptive feedback acquisition system to accommodate various user preferences and behaviors. The goal was to improve software quality and user experience by obtaining tailored feedback from different users.
This document provides an agenda for the CITA'15 Workshop held in August 2015. The workshop schedule includes 4 sessions taking place between 8:30 am and 5:00 pm with morning and afternoon breaks. The workshop agenda covers topics such as big data analytics, open data, semantic data description using ontologies and RDF, and a case study on converting a dataset to linked open data. The format of the workshop will be interactive with exercises and discussion encouraged.
Unity in Duality of Innovation
Duality Concepts for engineering innovation
Engineering is all about innovation. If we look around, all that we use are due to Engineering Innovations!
Innovations moved us ahead of the prime mates.
Innovations from the Prehistoric Tablet to the Modern Tablet Shaped Our Growth and ExperiencesÖ
Innovation Duality: Wave vs Particle
Business Growth: Topline vs Bottom line
Idea: Inside the box vs outside the box
Growth Trend Prediction: Moore's vs Meclafe's
Magnitude of Benefits: Incremental vs Breakthrough
Resources: Finite vs Infinite
Business Management: Shorterm vs long term
Unity for convergence and practical solution
Opportunity and Outcome Win win for Happiness!
TCIOceania15 The Australian Cluster ObservatoryTCI Network
The document describes the development of the Australian Cluster Observatory project. It provides background on cluster mapping and observatories. The project aims to overcome barriers to collecting local data in Australia by mapping approximately 500 industries across 88 regions. It will identify cluster organizations. The observatory website will feature indicator, region, sector and organization maps and graphs. It had an initial beta release in early 2015 and full production release planned for June 2015. The project leader thanked the audience and provided contact information.
USQ Seminar - Community of Practice - Research Supervisors Mike KEPPELL
Seminar about research and innovation in digital futures. The seminar describes the vision, mission, values and focus of the Australian Digital Futures Institute.
Similar to Scientix 8th SPNE Brussels 16 October 2015: Manuskills (20)
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
eTwinning: The Community for schools in Europe - Irene Pateraki, European Sch...Brussels, Belgium
This document discusses eTwinning, a community for schools in Europe that connects teachers and students across countries through collaborative projects. It provides a brief history of eTwinning from its origins in 2004-2007 under the Lifelong Learning program to its expansion under Erasmus+ in 2014-2020. Key facts are presented on eTwinning's growth to over 578,000 registered teachers from 192,000 schools working on over 74,000 projects across 43 European countries. The benefits of eTwinning are listed as learning, pedagogical development, skill-building, networking, support and recognition. Tools on the eTwinning portal like eTwinning Live and TwinSpace that support project collaboration are also introduced.
Coding in the primary classroom - Efi Saltidou, European SchoolnetBrussels, Belgium
Efi Saltidou, European Schoolnet presented coding in the primary classroom at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Teaching with space: Universe in the classroom - Han Tran, Mahbobah Mahbobah,...Brussels, Belgium
Han Tran, Mahbobah Mahbobah, Heleen Otten, UNAWE, presented Teaching with space - Universe in the classroom - at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Cell EXPLORERS: Cellular and molecular biology in the primary school classroo...Brussels, Belgium
Muriel Grenon and Shane McGuinness, NUI Galway, presented Cell EXPLORERS - Cellular and molecular biology in the primary school classroom - at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
STEM careers and skills of the future - Anastasiya Boiko, European SchoolnetBrussels, Belgium
Anastasiya Boiko, European Schoolnet, presented STEM careers and skills of the future at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Time for Mathematics! Making Mathematical connection in the early years - Efi...Brussels, Belgium
Efi Saltidou, European Schoolnet, presented Time for Mathematics! Making Mathematical connection in the early years at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Scientix: The community for science education in Europe - Borbala Pocze, Euro...Brussels, Belgium
Borbala Pocze, European Schoolnet, presented Scientix: The community for science education in Europe at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
3D printing and designing techniques with Open Source Tools for teachers in p...Brussels, Belgium
Panagiotis Angelopoulos, Scientix MoE Representative, and Despina Mitropoulou, GFOSS Director, presented 3D printing and designing techniques with Open Source Tools for teachers in primary education at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Tinkering: A new way of learning STEAM - Jessica Massini, European SchoolnetBrussels, Belgium
"Tinkering: A new way of learning STEAM" is a workshop presentation by Jessica Massini, European Schoolnet, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Inquiry-based learning and use of online laboratories with Go-Lab - Anastasiy...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about inquiry-based learning and use of online laboratories with Go-Lab, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
STEM experiments for primary classrooms - Victor J. Perez, European SchoolnetBrussels, Belgium
Presentation by Victor J. Perez, European Schoolnet, about STEM experiments for primary school classrooms, at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Interdisciplinary learning at the Future Classroom Lab - Anastasiya Boiko, Eu...Brussels, Belgium
Presentation by Anastasiya Boiko, European Schoolnet, about Interdisciplinary learning at the Future Classroom Lab, at the Scientix course "STEM in primary school classrooms" 25-29 June 2018.
Welcome presentation "Exploring the Future Classroom Lab" by Efi Saltidou, European Schoolnet, at a Scientix course "STEM in primary school classrooms" 25-29 June 2018.
3rd Scientix Conference - 3 minute presentation of the exhibition standsBrussels, Belgium
These slides were displayed during a three minute introduction to each exhibition stand during the 3rd Scientix Conference in Brussels, Belgium, 4-6 May 2018.
Introduction presentation to the 18th Science Projects Workshop at the Future Classroom Lab by European Schoolnet, held 8-10 December 2017 in Brussels, Belgium.
#SPNE12 - Reflect and identify best practices on gender and innovation in STE...Brussels, Belgium
Groupwork questions by UNESCO at the 12th Scientix Projects Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
#SPNE12 - Workshop: How to address gender stereotypes in science education th...Brussels, Belgium
A workshop by the PERFORM and GEDII projects at the 12th Scientix Projects Networking Event held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
Introduction to recent findings on the gender bias in education and research by Jörg Müller, Universitat Oberta de Catalunya. Presentation from the 12th Scientix Projects' Networking Event, held at the Future Classroom Lab by European Schoolnet on 5 December 2017.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
4. 6° Scientix Projects’ Networking EventManuel Oliveira08/ 05 / 15
Skill Gap Root Causes
Skills Gap in
Manufactruing
Limited Education Efficiency
Change Nature of Work
Poor Image
Aging Workforce
Outdated Workforce Planning
16/10/2015 |8th Scientix Projects' Networking Event |
5. 6° Scientix Projects’ Networking EventManuel Oliveira08/ 05 / 15
--
Children Teens Young Adults Adults
t
N.OfStudents
14/15 years
Drop-outs
t
InterestinSTEM
Disillusionment
t
InterestinSTEM
16/10/2015 |8th Scientix Projects' Networking Event |
Construction of
interest
Training/EducationAwareness
Leaking STEM Pipeline
Focus8-10 years
9. 6° Scientix Projects’ Networking EventManuel Oliveira08/ 05 / 15
Approach and Evaluation Tools
16/10/2015 |8th Scientix Projects' Networking Event |
Early
teenagers
(10-12)
Teenagers
(13-18)
3 different
approaches
Young
Adults
(university
students)
Questionnaires (interest)
Focus Groups
Structured Interviews
Drawings (awareness)
Observation
Questionnaires
(interest, awareness,
usability, enjoyment)
Observation
Questionnaires
(interest, awareness,
usability, enjoyment,
knowledge)
Game Metrics
Observation
10. 6° Scientix Projects’ Networking EventManuel Oliveira08/ 05 / 15
Slide Title
• Questionnaires
Excel Spreadsheet
• Focus Groups (on-going)
Discourse Analysis
• Structured Interviews
(on-going)
Discourse Analysis
• Drawings (challenge!)
Discourse Analysis
• Game Metrics
Used complementary to
knowledge
questionnaires)
Evaluation Tools and Data Analysis
16/10/2015 |8th Scientix Projects' Networking Event |
11. 6° Scientix Projects’ Networking EventManuel Oliveira08/ 05 / 15
Restrictions / Encountered problems
16/10/2015 |8th Scientix Projects' Networking Event |
Difficulties to involve schools in the project’s activities
Teachers usually requested our full support
Teachers were afraid to participate /
didn’t feel confident teaching manufacturing related topics
Good practices
The use of ready made questionnaires (no validity and reliability issues)
External Advisory Board session in the middle of the project
about the evaluation approach