Scientix -il più grosso progetto per la STEM educational in Europe.
Step 1- Scientix e la sua potenzialità
Step 2- risorse ed attività-formazione
Step 3- laboboratori scientifici - workshop Go-Lab
(Global Online Science Labs for Inquiry Learning at School) è un metodo basato sulla ricerca-azione, che permette ai discenti di acquisire competenze scientifiche attraverso l’esperienza diretta. È un’infrastruttura tecnologica che fornisce agli studenti strumenti e funzionalità interattive e che incoraggia a investigare e a trovare risposte in ambito scientifico. Tutti i percorsi del metodo sono costituiti da cinque fasi: orientamento, concettualizzazione, investigazione, conclusione e discussione finale. Il workshop prevede: gestione del gruppo in sottogruppi con il coinvolgimento dei presenti; laboratori virtuali con simulazione di attrezzature ed esperimenti reali con il laboratorio Splash, con il galleggiamento e il Principio di Archimede; creazione di spazi personali ILS di apprendimento con l’uso della piattaforma Graasp Web; scelta di un laboratorio online o remoto con creazione di uno spazio di apprendimento con tutte le fasi dell’Inquiry Cicle.
http://www.etwinning.net/en/pub/news/news/etwinning_20.htm
eTwinning 2.0: Building the community for schools in Europe provides you with a wealth of information, inspiration, guidelines and testimonies from teachers and experts on the possibilities that the eTwinning community for schools in Europe offers.
This document discusses personal learning environments (PLEs) and introduces Graasp, a PLE enabler developed at EPFL. It summarizes PLE initiatives in Europe like ROLE and Go-Lab projects and in Switzerland. Graasp allows users to create dedicated learning spaces, aggregate online resources, and use educational widgets. Case studies show how Graasp has been used to support courses at UNIGE and Tongji University. The document promotes a meta-constructionist approach using lightweight educational widgets in academic disciplines.
Innoteach final info-newsletter_03-en-final-newITStudy Ltd.
The InnoTeach project empowers the innovation mind-set in the European Union by way of establishing learning environments in schools which fertilize the grounds for young people to apply innovation principles in problem solving and at the same time learn about entrepreneurship concepts.
Projeto eTwinning Be the change take the challenge (Versão Portuguesa)Maria Silva
The document discusses education's transformative power to promote human rights, eradicate poverty, build a better future for all based on equality and justice, and foster cultural diversity and international cooperation. It describes an eTwinning project called "Be the Change, Take the Challenge" that aims to show students the power of global collaboration and raise their awareness of global issues and how they can help solve problems in their communities. The project uses project-based learning to integrate these topics into the English curriculum and help students develop skills like critical thinking, problem-solving, and oral presentation.
The document summarizes a professional development event for teachers held in Bologna, Italy on October 21, 2011. The event focused on using eTwinning and mathematics projects to challenge students and support teacher professional development. The agenda included presentations from teachers and experts on using history and technology in math lessons as well as showcasing award-winning eTwinning projects involving mathematics from schools across Europe. The goal of the event was to encourage more teachers to use eTwinning to collaborate internationally on student projects and for their own continuous learning.
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.
ODS addresses various challenges that face the eLearning environment in the European context. The interface has been designed with students, teachers, parents and policy makers in mind. ODS will fulfill three principal objectives. Firstly, it will empower stakeholders through a single, integrated access point for eLearning resources from dispersed educational repositories. Secondly, it engages stakeholders in the production of meaningful educational activities by using a social-network style multilingual portal, offering eLearning resources as well as services for the production of educational activities. Thirdly, it will assess the impact of the new educational activities, which could serve as a prototype to be adopted by stakeholders in school education.
http://www.etwinning.net/en/pub/news/news/etwinning_20.htm
eTwinning 2.0: Building the community for schools in Europe provides you with a wealth of information, inspiration, guidelines and testimonies from teachers and experts on the possibilities that the eTwinning community for schools in Europe offers.
This document discusses personal learning environments (PLEs) and introduces Graasp, a PLE enabler developed at EPFL. It summarizes PLE initiatives in Europe like ROLE and Go-Lab projects and in Switzerland. Graasp allows users to create dedicated learning spaces, aggregate online resources, and use educational widgets. Case studies show how Graasp has been used to support courses at UNIGE and Tongji University. The document promotes a meta-constructionist approach using lightweight educational widgets in academic disciplines.
Innoteach final info-newsletter_03-en-final-newITStudy Ltd.
The InnoTeach project empowers the innovation mind-set in the European Union by way of establishing learning environments in schools which fertilize the grounds for young people to apply innovation principles in problem solving and at the same time learn about entrepreneurship concepts.
Projeto eTwinning Be the change take the challenge (Versão Portuguesa)Maria Silva
The document discusses education's transformative power to promote human rights, eradicate poverty, build a better future for all based on equality and justice, and foster cultural diversity and international cooperation. It describes an eTwinning project called "Be the Change, Take the Challenge" that aims to show students the power of global collaboration and raise their awareness of global issues and how they can help solve problems in their communities. The project uses project-based learning to integrate these topics into the English curriculum and help students develop skills like critical thinking, problem-solving, and oral presentation.
The document summarizes a professional development event for teachers held in Bologna, Italy on October 21, 2011. The event focused on using eTwinning and mathematics projects to challenge students and support teacher professional development. The agenda included presentations from teachers and experts on using history and technology in math lessons as well as showcasing award-winning eTwinning projects involving mathematics from schools across Europe. The goal of the event was to encourage more teachers to use eTwinning to collaborate internationally on student projects and for their own continuous learning.
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.
ODS addresses various challenges that face the eLearning environment in the European context. The interface has been designed with students, teachers, parents and policy makers in mind. ODS will fulfill three principal objectives. Firstly, it will empower stakeholders through a single, integrated access point for eLearning resources from dispersed educational repositories. Secondly, it engages stakeholders in the production of meaningful educational activities by using a social-network style multilingual portal, offering eLearning resources as well as services for the production of educational activities. Thirdly, it will assess the impact of the new educational activities, which could serve as a prototype to be adopted by stakeholders in school education.
This document summarizes an Erasmus+ project called "Let's flip together" that involved 16 teachers from 8 European countries implementing flipped learning in their classrooms. The project had objectives of promoting authentic communication, peer learning from diverse backgrounds, technology use, engagement, collaboration, content creation and sharing resources. Teachers used an online twinspace to research flipped learning techniques, experiment with different materials, and publish collaborative e-books outlining their experiences. Students interacted online and worked on a module about food. The project resulted in positive student outcomes and the teachers achieving their goals of flipping instruction.
This document outlines plans for the fourth transnational meeting of the Erasmus+ project "Searching For The Labours of Hercules" to take place in Catania, Italy from April 11-15, 2016. It discusses the agenda, which includes monitoring project progress, proposing and planning future Twinspace activities, applying for quality labels, and organizing joint staff trainings and project meetings. Responsibilities are assigned to each partner organization for various teaching, training, intellectual output development and dissemination tasks. A calendar is presented for developing the travel guide, interactive comics, online course, mobile game, and data collection platform over the next year. Details are provided on dissemination activities, certificates, and evaluation of the project.
eTwinning is a community for schools in Europe that provides a platform for teachers and staff to collaborate on projects, communicate, and develop professionally. It has over 400,000 members from schools across Europe engaged in over 50,000 ongoing projects. The program is funded by Erasmus+ and coordinated by European Schoolnet. Through participating in eTwinning, schools can enrich learning, access professional development resources, improve standards, and gain recognition for their work.
Science Maths Projects Winners And Runners Up Prague2009etpr
This document summarizes two science and math projects for primary school students. Both projects were year-long and incorporated topics from national curricula into hands-on activities. Students collaborated with partner schools in other countries, using tools like videoconferencing, blogs, and online platforms. The projects emphasized creative learning, teamwork, and sharing knowledge between students and teachers. Real-world experiences and interactive games helped bring math concepts to life. Community involvement and professional development for teachers were also aspects of the successful multinational partnerships.
This document provides information about an online eTwinning event hosted on April 7th, 2016. It gives tips for participating such as closing other applications to ensure good audio and video quality and posting questions in the live chat. The event schedule is outlined, including an overview, tips, question and answer session, and a request for feedback. Participants are encouraged to use the hashtags #etwiam when tweeting. Links are provided to find more information on the eTwinning website.
This presentation provides an overview of open education. It defines open education as using openly shared educational resources and collaborative approaches to improve educational access and effectiveness. Open education relies on open licensing like Creative Commons to allow legal sharing and reuse of content. The presentation discusses MOOCs, open educational practices, and TU Delft's initiatives in open education including its OpenCourseWare program which provides open online courses and its involvement in MOOCs through partnerships like EdX. TU Delft aims to deliver world-class education to everyone through these open education approaches.
Comunicação oral presentada no 64º Seminário Anual do Ibeu para Professores de Inglês. Instituto Brasil Estados-Unidos (Rio de Janeiro), 2008.
Em coautoria com Lílian Vaisman
The document summarizes an event about using eTwinning and professional development in mathematics education. It provides an agenda for the event including presentations from teachers and formatters on using eTwinning and online tools to collaborate on math projects. The benefits of eTwinning for teacher professional development and improving students' European and digital skills are also discussed.
eTwinning is a platform that offers professional development opportunities for teachers, including European workshops, annual conferences, contact seminars, national workshops, national conferences, learning events, and groups. Teachers can participate in short-term online learning events led by experts on topics like creative drama, math education, and more. eTwinning also provides groups where teachers can discuss topics, share practices, and find support. Participating in eTwinning projects provides opportunities for teachers to improve their skills and receive recognition through European eTwinning prizes and quality labels.
Presentation of the Learning Laboratory "Plurisardoa", dedicated to the dissemination in schools of Sardinia's history through educational technology, following the precepts of Social Emotional Learning
File caricato di nuovo dopo aver ricevuto critiche indirette. Ringrazio chi mi ha avvisata e chi ha cooperato per il miglioramento del tutorial. La collaborazione positiva, costruttiva e diretta è essenziale nello svolgere al meglio il nostro lavoro.
Tutorial - Entrare in edMondo - Primi passi - parte 1MIUR
Tutorial in italiano per i miei studenti di secondo e terzo anno
Inserimento della didattica dell'inglese nei mondi 3D
Edmondo INDIRE as 2014-2016
Scuola Secondaria di Primo Grado Sandro Pertini
IC di Via Palmieri - Milano
Laureato in Informatica presso l’Università degli Studi di Cagliari vanta più di 15 anni di esperienza nell'ambito dell’IT.
Dal 2000 è membro del gruppo di ricerca su tematiche ICT del CRS4 (Centro di Ricerca, Sviluppo e Studi Superiori in Sardegna), dove attualmente è Expert Technologist, lavorando e contribuendo a progetti di ricerca nazionali e internazionali.
UNO STUDIO DA R-INNOVARE: FACCIAMO SPAZIO ALLE NOVITA’ DIDATTICHEbonifai franca
Confronto metodologico tra la Flipped Classroom e gli EAS (Episodi di Apprendimento Situati) presentati negli aspetti didattici e tecnologici più vicini tra loro.
Laureato in Ingegneria Elettronica con una tesi redatta in collaborazione con Volkswagen, Università di Brauschweig e Università di Cagliari. Fino a fine 2001 è stato Ufficiale del Genio dell’Aeronautica Militare, come capo sez. avionica della DTL Eurofighter 2000.Dal 2013 è Direttore Ricerca e Sviluppo di Abinsula e le sue principali attività sono quelle di trovare e identificare nuove aree tecnologiche di investimento e creare ed estendere il network con aziende, centri di ricerca e università.
Inoltre è tra i founder di alcune startup in ambito sharing economy e Internet of Things quali Greenshare, Clacsoon e Lifely.
Internet delle cose (IoT), realtà aumentata (AR) e documentazione tecnicaKEA s.r.l.
Scopriamo come l'internet of things e l'augmented reality modificano le modalità di fruizione e di produzione dei contenuti della comunicazione tecnica: manuali di istruzioni, help online, cataloghi prodotto tecnici.
This document summarizes an Erasmus+ project called "Let's flip together" that involved 16 teachers from 8 European countries implementing flipped learning in their classrooms. The project had objectives of promoting authentic communication, peer learning from diverse backgrounds, technology use, engagement, collaboration, content creation and sharing resources. Teachers used an online twinspace to research flipped learning techniques, experiment with different materials, and publish collaborative e-books outlining their experiences. Students interacted online and worked on a module about food. The project resulted in positive student outcomes and the teachers achieving their goals of flipping instruction.
This document outlines plans for the fourth transnational meeting of the Erasmus+ project "Searching For The Labours of Hercules" to take place in Catania, Italy from April 11-15, 2016. It discusses the agenda, which includes monitoring project progress, proposing and planning future Twinspace activities, applying for quality labels, and organizing joint staff trainings and project meetings. Responsibilities are assigned to each partner organization for various teaching, training, intellectual output development and dissemination tasks. A calendar is presented for developing the travel guide, interactive comics, online course, mobile game, and data collection platform over the next year. Details are provided on dissemination activities, certificates, and evaluation of the project.
eTwinning is a community for schools in Europe that provides a platform for teachers and staff to collaborate on projects, communicate, and develop professionally. It has over 400,000 members from schools across Europe engaged in over 50,000 ongoing projects. The program is funded by Erasmus+ and coordinated by European Schoolnet. Through participating in eTwinning, schools can enrich learning, access professional development resources, improve standards, and gain recognition for their work.
Science Maths Projects Winners And Runners Up Prague2009etpr
This document summarizes two science and math projects for primary school students. Both projects were year-long and incorporated topics from national curricula into hands-on activities. Students collaborated with partner schools in other countries, using tools like videoconferencing, blogs, and online platforms. The projects emphasized creative learning, teamwork, and sharing knowledge between students and teachers. Real-world experiences and interactive games helped bring math concepts to life. Community involvement and professional development for teachers were also aspects of the successful multinational partnerships.
This document provides information about an online eTwinning event hosted on April 7th, 2016. It gives tips for participating such as closing other applications to ensure good audio and video quality and posting questions in the live chat. The event schedule is outlined, including an overview, tips, question and answer session, and a request for feedback. Participants are encouraged to use the hashtags #etwiam when tweeting. Links are provided to find more information on the eTwinning website.
This presentation provides an overview of open education. It defines open education as using openly shared educational resources and collaborative approaches to improve educational access and effectiveness. Open education relies on open licensing like Creative Commons to allow legal sharing and reuse of content. The presentation discusses MOOCs, open educational practices, and TU Delft's initiatives in open education including its OpenCourseWare program which provides open online courses and its involvement in MOOCs through partnerships like EdX. TU Delft aims to deliver world-class education to everyone through these open education approaches.
Comunicação oral presentada no 64º Seminário Anual do Ibeu para Professores de Inglês. Instituto Brasil Estados-Unidos (Rio de Janeiro), 2008.
Em coautoria com Lílian Vaisman
The document summarizes an event about using eTwinning and professional development in mathematics education. It provides an agenda for the event including presentations from teachers and formatters on using eTwinning and online tools to collaborate on math projects. The benefits of eTwinning for teacher professional development and improving students' European and digital skills are also discussed.
eTwinning is a platform that offers professional development opportunities for teachers, including European workshops, annual conferences, contact seminars, national workshops, national conferences, learning events, and groups. Teachers can participate in short-term online learning events led by experts on topics like creative drama, math education, and more. eTwinning also provides groups where teachers can discuss topics, share practices, and find support. Participating in eTwinning projects provides opportunities for teachers to improve their skills and receive recognition through European eTwinning prizes and quality labels.
Presentation of the Learning Laboratory "Plurisardoa", dedicated to the dissemination in schools of Sardinia's history through educational technology, following the precepts of Social Emotional Learning
File caricato di nuovo dopo aver ricevuto critiche indirette. Ringrazio chi mi ha avvisata e chi ha cooperato per il miglioramento del tutorial. La collaborazione positiva, costruttiva e diretta è essenziale nello svolgere al meglio il nostro lavoro.
Tutorial - Entrare in edMondo - Primi passi - parte 1MIUR
Tutorial in italiano per i miei studenti di secondo e terzo anno
Inserimento della didattica dell'inglese nei mondi 3D
Edmondo INDIRE as 2014-2016
Scuola Secondaria di Primo Grado Sandro Pertini
IC di Via Palmieri - Milano
Laureato in Informatica presso l’Università degli Studi di Cagliari vanta più di 15 anni di esperienza nell'ambito dell’IT.
Dal 2000 è membro del gruppo di ricerca su tematiche ICT del CRS4 (Centro di Ricerca, Sviluppo e Studi Superiori in Sardegna), dove attualmente è Expert Technologist, lavorando e contribuendo a progetti di ricerca nazionali e internazionali.
UNO STUDIO DA R-INNOVARE: FACCIAMO SPAZIO ALLE NOVITA’ DIDATTICHEbonifai franca
Confronto metodologico tra la Flipped Classroom e gli EAS (Episodi di Apprendimento Situati) presentati negli aspetti didattici e tecnologici più vicini tra loro.
Laureato in Ingegneria Elettronica con una tesi redatta in collaborazione con Volkswagen, Università di Brauschweig e Università di Cagliari. Fino a fine 2001 è stato Ufficiale del Genio dell’Aeronautica Militare, come capo sez. avionica della DTL Eurofighter 2000.Dal 2013 è Direttore Ricerca e Sviluppo di Abinsula e le sue principali attività sono quelle di trovare e identificare nuove aree tecnologiche di investimento e creare ed estendere il network con aziende, centri di ricerca e università.
Inoltre è tra i founder di alcune startup in ambito sharing economy e Internet of Things quali Greenshare, Clacsoon e Lifely.
Internet delle cose (IoT), realtà aumentata (AR) e documentazione tecnicaKEA s.r.l.
Scopriamo come l'internet of things e l'augmented reality modificano le modalità di fruizione e di produzione dei contenuti della comunicazione tecnica: manuali di istruzioni, help online, cataloghi prodotto tecnici.
Le slide del mio intervento all'ITIS "Giua" di Cagliari nel contesto del progetto del CRS4 su Didattica & IoT nell scuole superiori. (http://didatticaiot.crs4.it)
Le slide del mio intervento alla Ravenna Future Lessons 2015. Un punto di vista generale sullo stato dell'IoT: storia, il presente, i prodotti, le piattaforme e il futuro immediato. R&D IoT al CRS4 e la startup Paraimpu. Infine alcuni spunti di riflessione.
Internet of Things ... Internet of what? There is not such a thing like a free lunch, so who pays for big IoT benefits? Are our privacy and security jeopardized more than ever?
Introduzione all’Iot e alle schede elettronicheEnrico La Sala
Una breve introduzione all'IOT e delle risorse che possono essere utili a cominciare con i primi progetti con schede elettroniche come Arduino, Raspberry, ecc.
Le componenti ambientali di bullismo e cyberbullismoAnna Lacci
Bullismo e cyberbullismo: due aspetti dello stesso disagio adolescenziale. La realtà e il web: due ambienti in cui i giovani possono vivere in modo sereno o tormentato le loro esperienze di vita e di socialità, in una fase della vita in cui il bisogno di integrazione è essenziale.
Un’analisi sociobiologica che proponga la scomposizione e lo studio dei diversi fattori ambientali che caratterizzano gli attuali stili di vita, può essere utile per ben indirizzare le azioni educative e ipotizzare soluzioni nei casi problematici.
Una riflessione sugli elementi comportamentali e sociali: dai rapporti diretti e reali con famiglia, scuola e territorio, a quelli indiretti e virtuali con media e web.
La presentazione di Costantina Cossu, deputy Ambassador di Scientix, relativa al suo workshop "Scientix-Go Lab imparare con il laboratorio virtuale" al festival futurText, organizzato dall'Indire e la Fondazione Cassa di Risparmio di Lucca dal 20 al 22 Novembre 2014 a Lucca.
http://www.futurtext.it/2014/
inGenious and other European projects on STEM education: nanOpinion, Go-Lab a...Brussels, Belgium
The document discusses several European STEM education projects supported by the European Commission:
- inGenious and other projects aim to promote STEM education through activities like collecting teaching practices from industry and workshops.
- nanOpinion produces educational materials on nanotechnology and runs a teacher training program.
- Go-Lab provides online science labs for inquiry-based learning and allows students to perform experiments remotely.
- Scientix is a portal that disseminates information on STEM projects, resources, events and a network of teachers across Europe. It aims to improve STEM education through collaboration.
Go-Lab: Introduction to Go-Lab and creation of interactive learning spacesGo-Lab Initiative
Learn in this presentation about the Go-Lab Project and the creation of interactive learning spaces. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
Presentation of the 4-yeal long work on developing Go-Lab teachers communities. More than 6000 teachers from 1000 EU schools were involved. Here is the impact our work in the framework of this project.
Introduction presentation to the 18th Science Projects Workshop at the Future Classroom Lab by European Schoolnet, held 8-10 December 2017 in Brussels, Belgium.
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 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.
Innovative Science Teaching: Outcomes of GLOBAL excursionbarbarak
The document discusses the GLOBAL Excursion project which aims to enhance science teaching in European schools. It does this by providing a portal called the Virtual Science Hub (ViSH) that offers activities, infrastructure, live events and networking opportunities to connect teachers, scientists and students. Examples of online excursions discussed include virtual experiments in nanotechnology and life sciences, volunteer computing, and "Meet the Scientist" events.
This document summarizes a project that developed educational materials using real climate data and programming exercises in Jupyter Notebooks. The project partners include Swedish Science Centers, ICOS Carbon Portal, Lund University, and the Swedish National Space Agency. Notebooks were created on topics like the carbon cycle, drought, and deforestation using data from ICOS stations, NOAA, ESA, NASA, and others. The notebooks have been used by over 150 students and teachers and were promoted to all 20 Swedish Science Centers. Future work includes expanding the materials and applying them to other educational contexts.
Mapping science education projects in Europe and getting teachers, researcher...Brussels, Belgium
The document provides information about several European science education projects and initiatives. It discusses Scientix, a community for science education in Europe that maps science education projects and connects teachers, researchers, and other stakeholders. It describes some key Scientix 2 projects like inGenious, which involves schools and industry partnerships, and Go-Lab, which provides online science labs for inquiry-based learning. It also discusses the European Schoolnet, which promotes use of digital technologies in classrooms, and some of its STEM projects. Overall, the document outlines initiatives to support and connect science education across Europe.
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.
Eden2013 remote laboratories_ws_14062013Enrique Barra
The document discusses several European projects that aim to provide remote access to science laboratories for secondary education students. The UniSchooLabS project from 2010-2012 promoted collaboration between universities and schools by giving remote access to science labs. The Go-Lab project, which ran from 2013-2016, sought to offer students and teachers access to online labs and scientific instruments to enrich science teaching and learning. It developed an online platform to search for and access remote labs. The GLOBAL Excursion project supported virtual excursions for students and teachers to access various e-infrastructures and resources.
Industrial E-Learning: innovation transfer from research into practicemetamath
IMC provides e-learning solutions and services. They discussed several of their R&D projects including the ROLE project, which combines formal and informal learning using a personal learning environment. They also discussed the Go-Lab project, an EU-funded initiative that provides online science labs for schools through an inquiry-based learning approach using virtual and remote labs. IMC has created MOOCs on the Go-Lab portal to train teachers on using online labs in the classroom through a combination of online coursework and hands-on lab activities, referred to as MOOL (MOOC + Online Lab).
A Framework for Capturing Creativity in Digital FabricationIván Sánchez Milara
This document proposes a framework to capture creativity in digital fabrication laboratories (Fab Labs). The framework has three methods: 1) Categorizing creative spaces based on activities and users to understand how spaces influence making. 2) Identifying interactions between users, tools, and designs to understand collaboration and the making process. 3) Analyzing cognitive states and thinking types of makers to understand creativity. The goal is to maximize creative outcomes in Fab Labs by understanding factors like space use, interactions, cognition, and thinking. The framework was developed based on observations of the University of Oulu Fab Lab.
Global Online Science Labs for Inquiry Learning at SchoolGo-Lab Initiative
The Go-Lab Project aims to provide online science labs and inquiry learning tools to motivate students to pursue scientific careers. It has created an online portal containing a repository of remote and virtual labs, an inquiry learning space platform to build lesson plans with various resources, and a tutoring platform for teacher support. The Go-Lab Project has been piloted in over 500 schools across 15 countries and provides teacher training workshops to facilitate hands-on science education through online labs.
Similar to Scientix go lab 27 febbraio final event pnsd cossu costantina ok (20)
BIRDS DIVERSITY OF SOOTEA BISWANATH ASSAM.ppt.pptxgoluk9330
Ahota Beel, nestled in Sootea Biswanath Assam , is celebrated for its extraordinary diversity of bird species. This wetland sanctuary supports a myriad of avian residents and migrants alike. Visitors can admire the elegant flights of migratory species such as the Northern Pintail and Eurasian Wigeon, alongside resident birds including the Asian Openbill and Pheasant-tailed Jacana. With its tranquil scenery and varied habitats, Ahota Beel offers a perfect haven for birdwatchers to appreciate and study the vibrant birdlife that thrives in this natural refuge.
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The cost of acquiring information by natural selectionCarl Bergstrom
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptxshubhijain836
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...Sérgio Sacani
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...Sérgio Sacani
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...Creative-Biolabs
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
Compositions of iron-meteorite parent bodies constrainthe structure of the pr...Sérgio Sacani
Magmatic iron-meteorite parent bodies are the earliest planetesimals in the Solar System,and they preserve information about conditions and planet-forming processes in thesolar nebula. In this study, we include comprehensive elemental compositions andfractional-crystallization modeling for iron meteorites from the cores of five differenti-ated asteroids from the inner Solar System. Together with previous results of metalliccores from the outer Solar System, we conclude that asteroidal cores from the outerSolar System have smaller sizes, elevated siderophile-element abundances, and simplercrystallization processes than those from the inner Solar System. These differences arerelated to the formation locations of the parent asteroids because the solar protoplane-tary disk varied in redox conditions, elemental distributions, and dynamics at differentheliocentric distances. Using highly siderophile-element data from iron meteorites, wereconstruct the distribution of calcium-aluminum-rich inclusions (CAIs) across theprotoplanetary disk within the first million years of Solar-System history. CAIs, the firstsolids to condense in the Solar System, formed close to the Sun. They were, however,concentrated within the outer disk and depleted within the inner disk. Future modelsof the structure and evolution of the protoplanetary disk should account for this dis-tribution pattern of CAIs.
Compositions of iron-meteorite parent bodies constrainthe structure of the pr...
Scientix go lab 27 febbraio final event pnsd cossu costantina ok
1. Scientix
Idee per insegnare STEM
“Il laboratorio Virtuale”
The work presented in this document/ workshop is supported by the
European Commission’s FP7 programme – project Scientix 2 (Grant
agreement N. 337250), coordinated by European Schoolnet (EUN). The
content of this document/workshop is the sole responsibility of the organizer
and it does not represent the opinion of the European Commission, and the
Commission is not responsible for any use that might be made of information
contained herein.
Costantina Cossu D.Ambassador Scientix
Final event PNSD Sassari 27/09/16
5
2. Step
1-informazioni-siti-formazione-mooc
2-Laboratori virtuali, remoti, Inquiry learning space
3- workshop : Lavorare col laboratorio- creare un ILS
The work presented in this document/ workshop is supported by the
European Commission’s FP7 programme – project Scientix 2 (Grant
agreement N. 337250), coordinated by European Schoolnet (EUN). The
content of this document/workshop is the sole responsibility of the organizer
and it does not represent the opinion of the European Commission, and the
Commission is not responsible for any use that might be made of information
contained herein.
Costantina Cossu D.Ambassador Scientix
Final event PNSD Sassari 27/09/16
5
3. Cellulari si Cellulari no
? Computer, LIM, Tablet, Smartphone
Si
parola magica TIC
I nostri alunni sono nativi digitali, parlano un
linguaggio diverso
Usiamo lo stesso linguaggio per motivarli
Costantina Cossu D.Ambassador Scientix Final event PNSD Sassari 27/09/16
5
13. Go Lab
Global Online Science Labs for Inquiry Learning at School
Laboratori perché?
Virtuali –strumenti reali manovrati a distanza
Remoti- strumenti virtuali
18. ViSH is a social and collaborative site for creating and sharing
knowledge resources for the realization of educational activities.
Costantina Cossu Italy Final event PNSD Sassari 27/09/16
Teaching Resources
19. Costantina Cossu Italy Final event PNSD Sassari 27/09/16
ViSH is a social and collaborative site for creating and sharing
knowledge resources for the realization of educational activities.
23. Teaching Resources List
Overview of existing repositories of virtual and remote labs
PHET http://phet.colorado.edu
Library of Labs https://www.library-of-labs.org/
Labshare http://www.labshare.edu.au/
Open Sources Physics http://www.compadre.org/osp
Smart Science http://www.smartscience.net/
Molecular Work-bench http://mw.concord.org/
Explore Learning http://www.explorelearning.com
Chem-Collective http://www.chemcollective.org/
Remotely Controlled Laborato-ries
(RCL) http://rclmunich.informatik.unibw-muenchen.de
Skoool http://skoool.com
iLab-Central http://ilabcentral.org
Lab2Go http://www.lab2go.net
24. Teaching Resources List
WebLab
Deusto https://www.weblab.deusto.es/weblab/client/#page=home
Virtual Labs http://virtuallabs.nmsu.edu
Online labs and educational resources are available in a variety of
subjects http://onlinelabs.in/
Chemistry Labs – Includes general chemistry and organic chemistry
Physics Labs – Includes condensed matter and particle physics
Biology Labs – Includes microscopy, genetics, and life science
Anatomy Labs – Includes physiology and dissection
Geology Labs – Includes geosciences and earth science
Astronomy Labs – Includes space science
Design Labs – Includes 3D modeling and 2D graphics
Math Labs – Includes data analysis and graphing
25. Step n2
Laboratori virtuali, remoti, Inquiry learning space
The work presented in this document/ workshop is supported by the
European Commission’s FP7 programme – project Scientix 2 (Grant
agreement N. 337250), coordinated by European Schoolnet (EUN). The
content of this document/workshop is the sole responsibility of the organizer
and it does not represent the opinion of the European Commission, and the
Commission is not responsible for any use that might be made of information
contained herein.
Costantina Cossu D.Ambassador Scientix
Final event PNSD Sassari 27/09/16
5
28. La piattaforma Go Lab
29
•Two core components
Lab Repository
Select a lab and
guidance apps
Graasp
Create or repurpose the
enclosing inquiry learning space
http://www.golabz.eu http://graasp.eu
Costantina Cossu Final event PNSD Sassari 27/09/16
29. Go-Lab aim at supporting inquiry learning and provide the
possibility to conduct scientific experiments in a virtual
environment.
Il progetto Go Lab
Costantina Cossu Final event PNSD Sassari 27/09/16
On-line labs
Remote labs
Virtual Labs
Data Sets -
Analysis Tools
IBSE approach
Orientation
Conceptualization
Experimentation
Discussion
Communication
Guidance Tools
Assignments
Applications
Heuristics
Performance
dashboard
Go-Lab Inquiry Learning Space
31. Place
for your
logo
attività del Go-Lab
Lab Repository
http://www.golabz.eu
➢ Uso di un laboratorio online nella propria classe
➢ Uso di APP http://www.golabz.eu/app/hypothesis-tool
Esempio di laboratori online da usare
in classe
32. Place
for your
logo
o
➢ un laboratorio online può:
Simulare esperimenti
http://phet.colorado.edu/sims/html/acid-base-
solutions/latest/acid-base-solutions_en.html
attività del Go-Lab
http://go-lab.gw.utwente.nl/production/splash/labs/splash/virtual.html
33. Place
for your
logo
Raccogliere, organizzare e fornire dati di esperimenti
➢ un laboratorio online può:
attività del Go-Lab
http://www.golabz.eu/app/hypothesis-tool http://www.golabz.eu/lab/color-light
34. Guidance tools and Applications
Costantina Cossu Final event PNSD Sassari 27/09/16
36. Grandi idee
Insieme di concetti scientifici trasversali.
Permettono la connessione tra i diversi fenomeni naturali.
Permettono il collegamento fra le diverse materie scientifiche.
Idee per la didattica
38. Esempi di Inquiry Learning Space
Costantina Cossu Final event PNSD Sassari 27/09/16
39. Place
for your
logo
Attività del Go-Lab
➢ Attività in classe con un Inquiry Learning Space (ILS)
▪ Uso di un’attività esistente
▪ Creazione di uno spazio nuovo con Graasp
▪ Copia, adattamento, modifica…..
(Graasp)
http://graasp.eu
r
41. Place
for your
logo
➢ Contribuire alla diffusione delle attività:
▪ Coinvolgere i colleghi nelle attività del Go-Lab
Workshop - Webinar
a livello locale, nazionale e internazionale
Usando la rete
https://plus.google.com/+costantinacossu/posts/PBxb8JhSGvZ
http://www.futurtext.it/2014/events/stem-education-e-clil/
http://www.indire.it/2015/05/07/webinar-scientix-sul-laboratorio-virtuale/
http://bricks.maieutiche.economia.unitn.it/2014/09/20/creare-e-condividere-
spazi-web-di-apprendimento-con-go-lab/
Attività del Go-Lab
10
42. Place
for your
logo
➢ Contribuire alla diffusione delle attività:
Coinvolgere e Condividere
Creando comunità in rete
✓ Blog Scientix: http://www.go-lab-project.eu/
✓ Forum :http://tutoring.golabz.eu/forum
✓ Facebook: Go-Lab Project
✓ Twitter #Go-Lab;
Attività del Go-Lab
10
43. Place
for your
logo
➢ Contribuire alla diffusione delle attività:
Coinvolgere gli alunni nelle attività del
Attività del Go-Lab
Didattica e Go Lab
10
• In classe – Scheda di lavoro
• Scoperta e conoscenza Di Go Lab
• Alla scoperta delle migliori APP
• Alla scoperta degli esperimenti più interessanti
• Conoscere un ILS , avere un’idea e provare a
costruirne uno -CLIL
Go-Lab
44. Place
for your
logo
➢ Contribuire alla diffusione delle attività:
Coinvolgere gli alunni di altre scuole nelle attività
Attività del Go-Lab
Didattica e Go Lab
10
49. Place
for your
logo
Link utili del Go-Lab
MOOC corso online per i docenti
(registrazione richiesta)
http://www.go-lab-project.eu/ sito con
informazioni e notizie sul progetto
http://www.golabz.eu/ portale del
progetto con i laboratori online e le
attività ILS
http://graasp.eu/ editor per preparare le
)
50. Step 3
Workshop
-Lavorare col laboratorio
-Creare un ILS
The work presented in this document/ workshop is supported by the
European Commission’s FP7 programme – project Scientix 2 (Grant
agreement N. 337250), coordinated by European Schoolnet (EUN). The
content of this document/workshop is the sole responsibility of the organizer
and it does not represent the opinion of the European Commission, and the
Commission is not responsible for any use that might be made of information
contained herein.
Costantina Cossu D.Ambassador Scientix
Final event PNSD Sassari 27/09/16
5
51. Un esempio di laboratorio
http://go-lab.gw.utwente.nl/production/splash/labs/splash/virtual.html
65. Link Tutorial (completo)
Introduzione Go Lab
https://www.youtube.com/watch?v=CHm7AdQJK0Y&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC
Creazione inquiry space
https://www.youtube.com/watch?v=D6arWHatXwg&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC&i
ndex=2
aggiungere risorse
https://www.youtube.com/watch?v=NzdQoWanYM&index=4&list=PL3dXIbhOPsPmI4yqGhq5Mux
Q_uayStiMC
simple text editing in graasp
https://www.youtube.com/watch?v=ysXzLfZk3ps&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC&ind
ex=5
Advanced text
https://www.youtube.com/watch?v=kxR43roof54&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC&ind
ex=6
user management in Graasp
https://www.youtube.com/watch?v=SCfZy3x4MtA&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC&in
dex=7
publishing inquiry space
https://www.youtube.com/watch?v=03nwjDWgc58&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC&i
ndex=8
learning analitic and privacy
https://www.youtube.com/watch?v=cNZ2_MThqFg&list=PL3dXIbhOPsPmI4yqGhq5MuxQ_uayStiMC&i
ndex=9