Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Comprender lo que es un proyecto educativo implica identificar un problema, sus causas y consecuencias y a partir de ello planear un proceso para alcanzar el objetivo que lo solucione total o parcialmente. Este proceso implica desde la selección del problema, su tratamiento y la presentación del informe de resultados: concepción, planeamiento, formulación de acciones, implementación y evaluación. El aprendizaje colaborativo es la instancia de aprendizaje que se concreta mediante la participación de dos o más individuos en la búsqueda de información, o en la exploración tendiente a lograr una mejor comprensión o entendimiento compartido de un concepto, problema o situación. (scagnoli, 2005). Es así que en la materia de Electricidad y Electrónica Industrial que se imparte en la carrera de Ingeniería Industrial se ha utilizado todo lo referente al ámbito del aprendizaje colaborativo, para que todos los alumnos del grupo elaboraran el libro de texto del módulo, cumpliendo con el programa oficial de la carrera aprobado por el Tecnológico Nacional de México. En este orden de ideas, leidner y jarvenpaa (1995), señalan que el aprendizaje colaborativo, además de ayudar a desarrollar el pensamiento crítico en los estudiantes, también contribuye a mejorar las relaciones interpersonales, pues implica que cada uno de los miembros aprenda a escuchar, discernir y comunicar sus ideas u opiniones a los otros con un enfoque positivo y constructivista. Por otra parte, barab, thomas y merrill (2001), se refieren al aprendizaje colaborativo, como la construcción de significado que resulta de compartir experiencias personales. Estos autores insisten que los entornos virtuales ayudan a los modelos educativos a ser más participativos, y amplían las oportunidades de investigación, comunicación y distribución del conocimiento.
"From Making to Learning" : Dev Camps as a Blueprint for Re-inventing Project...Irene-Angelica Chounta
Dev Camps are events that enable participants to tackle challenges using software tools and different kinds of hardware devices in collaborative project style activities. The participants conceptualize and develop their solutions in a self-directed way, involving technical, organizational and social skills. In this sense, they are autonomous producers or " makers ". The Dev Camp activity format resonates with skills such as communication, critical thinking, creativity, decision making and planning and can be considered as a bridge between education and industry. In this paper we present and analyze experience from a series of such events that were co-organized between an industrial partner acting as a host and several university partners. We take this as an indication to envision new opportunities for project-based learning in more formal educational scenarios.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
This interactive course aims to equip students with an in-depth comprehension of
data science principles and methodologies, with a strong emphasis on practical
applications.
Educational Technologies: What should you be thinking about next?Jason Zagami
Zagami, J. (2013). Educational Technologies: What should you be thinking about next? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/educational-technologies-what-should-you-be-thinking-about-next?
Presentation for Teacher Education Industry Advisory Group (TEIAG) by Dr Jason Zagami, 6 August 2013, at the Queensland Academy for Health Sciences, Queensland, Australia.
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
Master's Graduate Program's Use of Virtual RealityEileen O'Connor
These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
More Related Content
Similar to STEM / STEAM - integrating into a master's program
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Comprender lo que es un proyecto educativo implica identificar un problema, sus causas y consecuencias y a partir de ello planear un proceso para alcanzar el objetivo que lo solucione total o parcialmente. Este proceso implica desde la selección del problema, su tratamiento y la presentación del informe de resultados: concepción, planeamiento, formulación de acciones, implementación y evaluación. El aprendizaje colaborativo es la instancia de aprendizaje que se concreta mediante la participación de dos o más individuos en la búsqueda de información, o en la exploración tendiente a lograr una mejor comprensión o entendimiento compartido de un concepto, problema o situación. (scagnoli, 2005). Es así que en la materia de Electricidad y Electrónica Industrial que se imparte en la carrera de Ingeniería Industrial se ha utilizado todo lo referente al ámbito del aprendizaje colaborativo, para que todos los alumnos del grupo elaboraran el libro de texto del módulo, cumpliendo con el programa oficial de la carrera aprobado por el Tecnológico Nacional de México. En este orden de ideas, leidner y jarvenpaa (1995), señalan que el aprendizaje colaborativo, además de ayudar a desarrollar el pensamiento crítico en los estudiantes, también contribuye a mejorar las relaciones interpersonales, pues implica que cada uno de los miembros aprenda a escuchar, discernir y comunicar sus ideas u opiniones a los otros con un enfoque positivo y constructivista. Por otra parte, barab, thomas y merrill (2001), se refieren al aprendizaje colaborativo, como la construcción de significado que resulta de compartir experiencias personales. Estos autores insisten que los entornos virtuales ayudan a los modelos educativos a ser más participativos, y amplían las oportunidades de investigación, comunicación y distribución del conocimiento.
"From Making to Learning" : Dev Camps as a Blueprint for Re-inventing Project...Irene-Angelica Chounta
Dev Camps are events that enable participants to tackle challenges using software tools and different kinds of hardware devices in collaborative project style activities. The participants conceptualize and develop their solutions in a self-directed way, involving technical, organizational and social skills. In this sense, they are autonomous producers or " makers ". The Dev Camp activity format resonates with skills such as communication, critical thinking, creativity, decision making and planning and can be considered as a bridge between education and industry. In this paper we present and analyze experience from a series of such events that were co-organized between an industrial partner acting as a host and several university partners. We take this as an indication to envision new opportunities for project-based learning in more formal educational scenarios.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
This interactive course aims to equip students with an in-depth comprehension of
data science principles and methodologies, with a strong emphasis on practical
applications.
Educational Technologies: What should you be thinking about next?Jason Zagami
Zagami, J. (2013). Educational Technologies: What should you be thinking about next? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/educational-technologies-what-should-you-be-thinking-about-next?
Presentation for Teacher Education Industry Advisory Group (TEIAG) by Dr Jason Zagami, 6 August 2013, at the Queensland Academy for Health Sciences, Queensland, Australia.
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
Empowering cross-institutional collaboration to drive holistic approaches to student success that leverage the power of student centered analytics and prepare our graduates for the new world of work
Keynote:
Associate Professor Jessica Vanderlelie
Innovative Research Universities Vice Chancellors’ Fellow, Australian Learning & Teaching Fellow
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
Master's Graduate Program's Use of Virtual RealityEileen O'Connor
These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
These slides accompanied a presentation that was conducted face-to-face during an education workshop at the conference in Learning with Innovative Technologies conducted by SUNY Empire State College and Saratoga High School
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
These slides accompanied a workshop that reviewed the basics of the way that open source virtual reality environments can be used in education - there are hands on applications and links that can be tried by all
Lessons Learned When Using Virtual Reality with Middle School StudentsEileen O'Connor
This study from 2010 / 2011 explains how a higher education instructor learned how to create a complex project within an immersive virtual reality setting for middle school students
Faculty at Empire State College / SUNY share ways they use innovative technologies to build community and they share how they have worked to support each other's efforts.
Overall perspective on things that can be done in virtual reality environments. Uses Second Life as the platform but can be adapted to other virtual reality environments.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
STEM / STEAM - integrating into a master's program
1. FROM STEM TO STEAM: THEORY-
GROUNDED AND PRACTICAL
APPLICATIONS FOR INSTRUCTION
Eileen O’Connor, Ph.D.
SUNY Empire State College
Eileen.oconnor@esc.edu
Agenda:
• Educational Grounding &
Standards
• Applications and Ideas
• SUNY Empire – partners?
• So, what’s the challenge?
https://www.slideshare.net/eoconnor/STEM-LIT2019
2. STEM – HISTORY & MY EXPERIENCE
• Middle school – St. Ignatius Montana
• Chemist > tech > education w/ both
• STEMTEC – U. Mass & Amherst – 1999 – 2001 – NSF evaluator
• Science ed / tech ed / STEM Education certificate
• Before recent tech explosion – inquiry-based science
• Foundation of K12 Science Education > NSTA & NCR > Next Generation Science
Standards
• Practices with inquiry
• Inquiry – labs – cross disciplinary: have ALWAYS been
lauded in the research . . . .
9. THEORY-
GROUNDING
“Constructivism is a learning theory that perceives learning as a process
of constructing knowledge based from experience. Issues of difficulty in
translating this learning theory into a teaching and learning practice have
become a debate among educational researchers. One of the learning
approaches that reflect the theory of constructivism is project-based learning or
PjBL. Terms such as “authentic learning activity” and “hands-on learning” is
commonly represented as constructivist which believes and addressed learning
through rigorous, relevant and hands-on practice.”
https://www.researchgate.net/publication/320558653_Project-
Based_Learning_from_Constructivism_Point_of_View
10. THEORY-GROUNDING
- CONTINUED FROM PREVIOUS SLIDE
Suggestions:
• Learning tasks need to be designed in a way it
requires learners to engage in more cognitive
demanding tasks.
• Continuous assessment and monitoring is also
challenging in PjBL setting.
• Assessment for learning and learner’s reflection of
learning are also integral to PjBL.
11. NATIONAL K12
EFFORTS
What is STEAM?
STEAM programs can also be referred to
as “arts integration” or “STEM+Arts”
programs. Although there are slight
nuances to program implementation
based on the term used, the important
aspect of STEAM is integrated learning
that incorporates the ideas of
innovation, creativity, and design
from the arts and applies them to
observation, inquiry, and problem
solving processes found in STEM
activities.
https://www.csai-online.org/resources/stem-steam-resources-toolkit
13. MY COLLECTIONS
https://sites.google.com/vie
w/stemsteam/home
Working definition
* Science, tech, engineering & math - with
the arts too; interdisciplinary problem solving
approaches that integrate technologies and
can be applied to most any learning,
communication scenario; the arts help bring
in creative solutions and ideation
Courses
16. STEM SERIOUS GAMES – IN ONE
MEETING / OVER TIME; MODEL A
SCIENCE ENTERPRISE
• Role playing – as scientists
• Discussions
• Presentations – critical peer review
• Actual scientist visits – bring in background elements too / images, links, PPT
• A 2.5 minute video on an integrated healthcare application -
https://www.youtube.com/watch?v=xOtW4cAAlTE
• https://youtu.be/esPRsT-lmw8 - fascinating TED talk on brain scans & behavior; and
the mind change learn and change – could be a next step for youth to pursue
Courses
19. Citizen Science – data
probes; geology across the
state;
Maritime navigation – 360
camera ($20K grant)
3d ELA house – VoTech
Major cities / culture – 3d
Printers
Recipe Share – math &
cooking
Tiny bio- Phone-Shared
Microscope
Courses
20. MakerSpace – Canadian
Museum
AR – healthcare prototype
Scratch – coding –
elementary & high school
Google 360 – immigrant
population
Google MyMaps – geology
VR – Corporate visioning &
corporate training
Courses
39. INFORMATION FROM SUNY EMPIRE’S
STEM AND MALET COURSES
https://www.esc.edu/graduate-studies/masters-degrees/education-programs/ma-learning-emerging-technologies/
40. STEM CAPSTONE
• EDET-6125 CAPSTONE: DEVELOPING AN INTEGRATED, IMMERSIVE STEM LEARNING
ENVIRONMENT 3 cr. In this online course, STEM teachers and educators begin by deepening
their understanding of a concept or application through an instructor approved study within
appropriate standards area. Their study findings are posted for instructor assessment and
peer review. The latter portion of the class consists of a team-developed STEM project that
could be shared with other schools or STEM organizations. Although the teams develop
their own project area, participants are given framing guidelines for the type of projects, the
student and teacher resources, and the educational/scientific extensions that can support
the project and justify its instructional design. Guidelines also structure and evaluate the
participation of individuals and of team members. The intention is that these STEM projects
could be extended to other schools or organizations through 21st century technologies
(tutorials provided). The collaborative work is an important outcome; however, unique
situations may be addressed by the instructor. Periodic synchronous meetings; required
course for the advance
Courses
41. CHANGE IS NEVER EASY
• EDET-6070 INNOVATION: MEETING THE CHALLENGES OF ORGANIZATION OR
SYSTEMS INTEGRATION 3 cr. Despite the need for the adoption of technology
interventions in our expanding and global networks, the integration of technology
innovations can be a challenge for both those who create the innovations and the
organization or systems that could possibly benefit from the adoption. Within this
course, students will begin with the study of large-scale, documented organizational
and institutional responses to innovation and change and then they will research
responses to change within the specific organization for which they have a
professional interest. This study will lead to students designing and testing an
approach to help them gain the entrance and acceptance of an innovation within
the environment of their particular interest. (Occasional synchronous meetings.)
42. STEM TOOLS
• EDET-6150 STEM TOOLS, DEVICES AND SIMULATIONS: MEASURING, REPRESENTING AND
UNDERSTANDING THE WORLD 3 cr. Within this course, participants will explore the ways to
use digital tools, devices, applications and simulations (called devices herein) to engage
diverse learners in the varied applications of science, technology, engineering and
mathematics (STEM). Within a common course framework, participants will study the devices
of their particular interest, considering the educational needs of the intended audience or
learners, finding educational and psychological solutions for challenges learners may have
with these devices, and constructing instructional supports and assessment approaches to
help their learners work productively with these devices. Throughout the course, participants
will share their emerging ideas about effective instructional approaches, gaining insights
from these peer interactions. Synchronous meetings occur periodically within this online
environment. Participants are welcome from all STEM and healthcare areas if they need to
ensure their intended audience is understanding and using these devices appropriately.
Participants must supply their own device.
43. M4.4: IMPACT ON THE FIELD / Challenges (6/23/19)
Certainly a basic tenant of this course has been the value of STEM/STEAM projects and efforts.
Education pundits laud the value of these program; businesses claim the need for innovators; common
sense says that engage learning is more long-lasting and more effective. However, significant
challenges await those who try to bring STEM/STEAM projects into their work environment. Often they
can be “disruptive” to the way the organization or school runs. Having developed, or at least advanced
significantly, and STEM/TEAM project, you should have a good perspective on the value of this project.
And, in the extended study, you have also looked at the larger field with in which this type of learning
can be situated.
Now, in closing the loop to a strong effort to bring this beyond the online course environment into actual
reality, or extend this if you have run this already with your intended audience, develop a report of 1 ½
SINGLE SPACED text (750 – 1000 words) where you state your case from the education research and
from the effects you hope to achieve from the project as to why this could be of important value for the
school or institution you have been considering. In developing this presentation, locate and report-on at
least ONE academic, educational, or sociological report that has shown some of the
challenges that are attended to this type of educational approach. It could be a: report that school
districts think this is not sufficiently focused for high-stakes test based environments; challenges to
breaking into lecture-and-test-based corporate training models; insufficient resources or time to have
such open-ended learning; etc. Integrate into your report a way that you might address the challenge
that has been raised in the literature.
44. M4.4: Implementing the actual expansion or professional development (Template) (6/16/19)
Whether you have envisioned a large-scale project that could involve different geographies, technologies, virtual spaces, or machinelike or
graphical representations OR whether you have delved deeply within an integrated focused unit, for this course you need to think of ways to
expand this to other teachers/instructors like yourself apprising them of how they might run this project or to other organizations or schools that
you might bring them in on a collaborative basis. Either way you will need to make an outreach to other adult professionals. The scope of
this course does not allow for systematic and deep project management, however, you should be able to think about and address the following
questions that are placed within a template that is attached so that you can been actively thinking or mentally role-playing through these areas:
How can you reach out to this external audience where can you find these individuals/organizations; what network can you join or outreaches
can you make to find these individuals;
· What timeline would be relevant to getting into the time-and-space of these individuals (do you need to work around an academic year?
Do you need to be prepared for a department meeting? Could you be planning on presenting at a professional conference?
· What are the highlights that will be most important in convincing this audience to join you or to follow the model that you have developed?
How would you communicate this information (face-to-face? Presentation at a conference? A proposal paper that you could email?)
· Where might a somewhat interested party go to find more information about your project (would you send them to your website? Would
you develop a promotional Facebook page? Other ideas?)
· How would you apprise this individual or organization about what they need to do to participate in the project — addressing areas of the
time involved, the equipment that might be needed, the ways they could participate? Will this be on your website?
· What type of materials can summarize (being sufficiently informative without having overwhelming initial detail) and can present the steps,
timelines, resources needed and the like at this initial point?
· What’s going to be valued by that organization if you are to prove that this is ultimately going to be successful?
The questions above are not intended to be exhaustive but can get you thinking about the complexity of moving a project into the real world.
Hopefully to it illustrates the importance of having your project well delineated and organized through the website format that you have been
developing in this course. The goal of this STEM Education and Emerging Technologies Certificate is to give you the ability to create and then
implement effective STEM/STEAM projects. Thinking through these contextually based, practically-speaking project considerations can help you
make projects that are fruitful and meaningful. Technologies today give you the ability to create frameworks that then can be replicated and
scaled — important concepts in applying for any larger scale funding.
45. Course progression -
STEM study
•Explore & go deep
Educate yourself
•Research - delineates
& grounds
•Extend your tech reach
The “project” itself
•Other school /
institutions / content
areas; professional
development
•Web-based
dissemination
Share the project
•Teacher materials
•Student materials
•Assessments
•OR
•Professional
development
Expand
•Grant / partnership
3 weeks 2 weeks REMAINDER OF THE COURSE
46. M1:
Define
Project define &
start
Expanded
audience
Funding options
M2:
Continue
STEM/STEAM
Challenges
Peer review
Video updates
Synchronous
meeting
M3:
Continue
Value of
STEM/STEAM
Approach
Peer Review
Video Updates
M4.
Conclude
Funding
application
Project
evaluation
Final
presentation –
synchronous
meeting
Guided / Reviewed Project Development
Throughout
48. PROJECT EXPANSION – CHOOSE
YOUR PATHWAY
• Design / schedule
• ImplementationProfessional
development
• Instructor Materials
• Ways to CollaborateExtended
students/audience
STEM/STEA
M Project
- Multi-
dimensional
/ integrated
OR
Editor's Notes
From STEM to STEAM: Theory-Grounded and Practical Applications for Instruction
Integrating aspects of science, technology, engineering, arts, and mathematics (STEAM) can provide rich, interdisciplinary experiences that can ensure engaged, active learning. A constructivist framework will be provided with both general and specific examples and with links to Creative Commons resources to bring these applications into K12 and higher-education environments, resonating with the best practices heralded by standards organizations in K12 environments, in discipline-specific areas, and in all levels of multidisciplinary education.
Become an Avatar: And, Explore Virtual Reality
In this workshop, you will be guided through an immersive virtual reality experience where you will experiment with the different components of virtual reality, modifying your avatar, visiting locations created by SUNY Empire State College students, and even dabbling in some of your own creations. Experience the immersive effects of these environments that you can now develop readily from free open-source venues which you can design or repurpose, hosting on your own servers or paying nominal server rental fees. Links to Creative Commons documentation will be provided.