A case study of the maker activity program among undergraduate students in Mexico.
Full-text https://www.researchgate.net/publication/317174794_A_Case_Study_of_the_Maker_Activity_Program_among_Undergraduate_Students_in_Mexico
2015 Transformative Learning and TeachingMike KEPPELL
The document discusses the mission of Professor Mike Keppell's work to transform teaching practices across faculties at Swinburne University. His mission is accomplished through various activities that collaborate with teaching staff, including workshops, seminars, and a Graduate Certificate of Learning and Teaching. Progress made includes increasing GCLT student enrollment, streamlining requirements, and planning for a learning analytics business case and transforming learning conference. The work aims to develop teaching staff capacity and capability in innovative teaching methods like blended and online learning.
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
This document outlines five contexts for linking innovation in teaching and learning with educational research in higher education. It discusses 1) innovation and research in Australia generally, 2) their link in Australian higher education, 3) at the University of Sydney specifically, and 4) at the Centre for Research on Learning and Innovation (CRLI) at the University of Sydney. The CRLI takes a design-based research approach that sees research knowledge creation as an intrinsic part of practical innovation in teaching and learning.
Quality multiplied: Learning that matters in a runaway worldLina Markauskaite
The OpenLearning Conference 27 November 2018 https://www.conference.openlearning.com
Quality multiplied: Learning that matters in a runaway world
Lina Markauskaite
Centre for Research on Learning and Innovation
The University of Sydney, Australia
Abstract
How can we help prepare students to solve wicked problems when nobody knows exactly what these problems will be, for jobs and professions that do not yet exist and for a society whose contours, as Anthony Giddens put it, ‘we can as yet only dimly see’?
For the last ten years, I have been researching how university students learn to integrate different kinds of knowledge and ways of knowing needed for innovative and skilful professional action in the world — how they develop a capability called ‘epistemic fluency’. Drawing on my studies and related innovations in my teaching, I will argue that education needs to go beyond the established notions of ‘learning as knowledge acquisition’ or ‘learning as participation’ and go beyond developing courses or shaping students’ experiences. Instead, it should focus on learning that enables students to re-imagine their future, co-assemble their own environments, and co-create actionable knowledge that runs away outside the educational institutions. This is a risky business that requires openness to the world in which the students will live, in fact, to the world which they will co-create.
Universities and other educational institutions have skin in this game. They need courage and wisdom to move beyond their secure ‘industrial’ methods for assuring educational quality, and embrace a greater diversity of ways in which they teach and produce socially valuable knowledge.
Leading the Way with Peer Learning & TeachingGary Wood
Paper presented at the 6th International Symposium on Engineering Education, University of Sheffield, July 2016
Jordan RIckard, Holly Nicholson & Gary Wood
This paper presents a case study of a successful instance of peer learning in the context of the co-curricular development programme of Sheffield Engineering Leadership Academy (SELA). It focuses, in particular, on the Skills Bootcamp, which forms the annual induction for new members to the programme. The learning activities and experiences at this event are designed and delivered by students in their final year of SELA, who teach incoming students based on their own learning and experience. Many of the activities also involve the incoming cohort learning collaboratively together. We examine the multiple levels of peer learning and teaching that this creates, and consider them in light of the literature on peer learning and teaching, where both positive and negative experiences are reported. The value of this peer learning experience to building a foundation for the SELA programme, and creating and maintaining a community of learning and professional practice are also discussed.
New learning spaces for a new pedagogical designCaféine.Studio
Nicolas ROLAND, ULB Podcast, Université de Bruxelles
So far, the arrangement of teaching and learning spaces in academic institutions has been usually based on a transmissive pedagogy and on an over-valuation of face-to-face teaching methods. As a result, we have noticed a mismatch between learning spaces and students’ digital practices as well as a certain rigidity towards more active teaching methods. By developing the close relationships tying space to digital technology and the stakeholders, this communication aims to show that the evolution of teaching and learning practices requires a substantial rethinking of academic spaces. In auditoriums, as well in study places, teachers and students indeed need spaces allowing them to create new learning experiences (social interaction, group work, etc.).
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
If Blended Learning is the Answer: What is the Question?Mike KEPPELL
This document summarizes a presentation on blended learning given by Professor Mike Keppell at the University of Sunshine Coast. The presentation covered trends in blended learning like increased personalization and new forms of literacy. It discussed principles of blended learning like aligning innovation with institutional vision and supporting good practice. It also addressed digital literacies, learner and teacher roles with more connected and mobile students, and implications for interactions and learning space design. The presentation provided examples of blended learning paradigms and principles for designing learning spaces.
This document discusses equipping students with skills for responsible citizenship through responsible research and innovation (RRI) education. It describes the ENGAGE RRI curriculum which teaches students to develop evidence-based opinions on scientific innovations and argue toward desired futures. The ENGAGE Hub is introduced as an online platform where over 8,000 teachers from 20 countries can access RRI teaching materials and resources, track their expertise development, and provide feedback. Survey results show that teachers found the materials interesting for students, fun to discuss, and related to their curriculum. Teachers reported the materials improved students' skills in areas like analyzing issues, critically evaluating evidence, and arguing opinions on socio-scientific issues. The document concludes by asking how these RRI resources and opportunities
2015 Transformative Learning and TeachingMike KEPPELL
The document discusses the mission of Professor Mike Keppell's work to transform teaching practices across faculties at Swinburne University. His mission is accomplished through various activities that collaborate with teaching staff, including workshops, seminars, and a Graduate Certificate of Learning and Teaching. Progress made includes increasing GCLT student enrollment, streamlining requirements, and planning for a learning analytics business case and transforming learning conference. The work aims to develop teaching staff capacity and capability in innovative teaching methods like blended and online learning.
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
This document outlines five contexts for linking innovation in teaching and learning with educational research in higher education. It discusses 1) innovation and research in Australia generally, 2) their link in Australian higher education, 3) at the University of Sydney specifically, and 4) at the Centre for Research on Learning and Innovation (CRLI) at the University of Sydney. The CRLI takes a design-based research approach that sees research knowledge creation as an intrinsic part of practical innovation in teaching and learning.
Quality multiplied: Learning that matters in a runaway worldLina Markauskaite
The OpenLearning Conference 27 November 2018 https://www.conference.openlearning.com
Quality multiplied: Learning that matters in a runaway world
Lina Markauskaite
Centre for Research on Learning and Innovation
The University of Sydney, Australia
Abstract
How can we help prepare students to solve wicked problems when nobody knows exactly what these problems will be, for jobs and professions that do not yet exist and for a society whose contours, as Anthony Giddens put it, ‘we can as yet only dimly see’?
For the last ten years, I have been researching how university students learn to integrate different kinds of knowledge and ways of knowing needed for innovative and skilful professional action in the world — how they develop a capability called ‘epistemic fluency’. Drawing on my studies and related innovations in my teaching, I will argue that education needs to go beyond the established notions of ‘learning as knowledge acquisition’ or ‘learning as participation’ and go beyond developing courses or shaping students’ experiences. Instead, it should focus on learning that enables students to re-imagine their future, co-assemble their own environments, and co-create actionable knowledge that runs away outside the educational institutions. This is a risky business that requires openness to the world in which the students will live, in fact, to the world which they will co-create.
Universities and other educational institutions have skin in this game. They need courage and wisdom to move beyond their secure ‘industrial’ methods for assuring educational quality, and embrace a greater diversity of ways in which they teach and produce socially valuable knowledge.
Leading the Way with Peer Learning & TeachingGary Wood
Paper presented at the 6th International Symposium on Engineering Education, University of Sheffield, July 2016
Jordan RIckard, Holly Nicholson & Gary Wood
This paper presents a case study of a successful instance of peer learning in the context of the co-curricular development programme of Sheffield Engineering Leadership Academy (SELA). It focuses, in particular, on the Skills Bootcamp, which forms the annual induction for new members to the programme. The learning activities and experiences at this event are designed and delivered by students in their final year of SELA, who teach incoming students based on their own learning and experience. Many of the activities also involve the incoming cohort learning collaboratively together. We examine the multiple levels of peer learning and teaching that this creates, and consider them in light of the literature on peer learning and teaching, where both positive and negative experiences are reported. The value of this peer learning experience to building a foundation for the SELA programme, and creating and maintaining a community of learning and professional practice are also discussed.
New learning spaces for a new pedagogical designCaféine.Studio
Nicolas ROLAND, ULB Podcast, Université de Bruxelles
So far, the arrangement of teaching and learning spaces in academic institutions has been usually based on a transmissive pedagogy and on an over-valuation of face-to-face teaching methods. As a result, we have noticed a mismatch between learning spaces and students’ digital practices as well as a certain rigidity towards more active teaching methods. By developing the close relationships tying space to digital technology and the stakeholders, this communication aims to show that the evolution of teaching and learning practices requires a substantial rethinking of academic spaces. In auditoriums, as well in study places, teachers and students indeed need spaces allowing them to create new learning experiences (social interaction, group work, etc.).
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
If Blended Learning is the Answer: What is the Question?Mike KEPPELL
This document summarizes a presentation on blended learning given by Professor Mike Keppell at the University of Sunshine Coast. The presentation covered trends in blended learning like increased personalization and new forms of literacy. It discussed principles of blended learning like aligning innovation with institutional vision and supporting good practice. It also addressed digital literacies, learner and teacher roles with more connected and mobile students, and implications for interactions and learning space design. The presentation provided examples of blended learning paradigms and principles for designing learning spaces.
This document discusses equipping students with skills for responsible citizenship through responsible research and innovation (RRI) education. It describes the ENGAGE RRI curriculum which teaches students to develop evidence-based opinions on scientific innovations and argue toward desired futures. The ENGAGE Hub is introduced as an online platform where over 8,000 teachers from 20 countries can access RRI teaching materials and resources, track their expertise development, and provide feedback. Survey results show that teachers found the materials interesting for students, fun to discuss, and related to their curriculum. Teachers reported the materials improved students' skills in areas like analyzing issues, critically evaluating evidence, and arguing opinions on socio-scientific issues. The document concludes by asking how these RRI resources and opportunities
The document describes Social Alterations, an online education platform for socially responsible fashion design. It aims to bridge theory and practice through open-source curricula, resources, and discussion platforms. The 12-lesson program introduces concepts like greenwashing, unintelligent design, and the designer's role in choosing more sustainable options. By facilitating transformative learning, Social Alterations hopes to help establish standards for responsible design education.
ENGAGE is innovating science education by embedding responsible research and innovation (RRI) in formal learning. It has engaged over 750,000 students, 9,355 teachers, and visitors from 80 countries. The program activates students' interests through dilemma group discussions to develop problem-solving and conversation skills on scientific innovations. Students are given opportunities for self-expression and responsibility to make informed decisions. They learn inquiry skills for RRI combined with science knowledge through inquiry-based projects. Whole-class dialogues develop argumentation skills. Students also assess outcomes by interacting with scientists.
Iterative research and development of teacher training in learning design Andrew Brasher
The METIS project aims to develop workshops and tools to help educators design effective learning experiences informed by research. Through data collection and analysis at workshops, the project seeks to identify design principles and patterns. The resulting integrated learning design environment and workshop structure aim to facilitate a research-guided process of designing learning activities. Next steps involve testing and refining the workshops, design knowledge, and tools. The overall goal is to help educators maximize technology's potential for enhancing learning.
The document discusses strategies for teaching problem solving through conversation in science lessons. It provides definitions of key concepts and outlines the structure of two sample lessons. Lesson 1 engages students, reviews concepts, and has them consider evidence on an issue. Lesson 2 re-engages students, has them play a decision-making game to develop skills, and decide an issue using those skills. The document also provides strategies for facilitating productive classroom conversations, including assigning roles and using visual aids.
This document summarizes a case study conducted with Brazilian universities and schools on using open educational resources to develop responsible research and innovation inquiry skills. Over 1,400 learners coordinated by 36 educators from 3 Brazilian states participated in a month-long virtual ethnography. Activities included questionnaires, Google Hangouts, social media posts, videos, photos, and maps. Outcomes included workshops, video clips, posters, exhibitions, games, new OERs, illustrations, and concept maps. The study found that a GM food decision-making lesson was easily integrated into the Brazilian curriculum and helped participants develop informed opinions shared through various mediums. Collaborative planning and digital technologies were useful for promoting scientific and digital literacies at a large scale
This document discusses responsible research and innovation (RRI) and science education. It examines using open educational resources (OER) and massive open online courses (MOOCs) to foster teacher communities of practice for discussing RRI. The ENGAGE project aims to build teacher pedagogical knowledge through MOOCs, a community of practice for discussing science and society issues, and OER with dilemmas and scenario-based projects to engage students in developing inquiry and argumentation skills. Initial outcomes include identification of teaching strategies and evidence of student achievement, though low teacher commentary was a challenge.
The document discusses two perspectives for monitoring innovation in schools as learning ecosystems: (1) examining how teachers use digital tools and resources in "trialogical learning scenarios", and (2) analyzing schools' development over time within their broader socio-technical context. It provides examples of monitoring learning scenarios through an e-learning platform and using linked school data to understand factors that promote innovation. The goal is to understand how knowledge sharing and creation occurs within schools and how some schools become more innovative than others.
The document discusses making soft sensors and provides guidance on materials, tools, tips, examples of soft sensors that can be made, and additional resources. It recommends conductive thread, fabrics, and metal supplies for creating circuits. Tips include testing materials first, drawing circuits beforehand, ensuring good contact, and making designs modular and washable. Examples of soft sensors include on-off switches, pressure sensors, and stretch sensors. Resources listed include guides on electrotextiles and connecting hardware to soft materials.
The document discusses implementing STEAM education through computer-adaptive formative testing. It advocates providing a digital curriculum that engages all students through challenging projects using inquiry-based learning, task-based assessment, and project-based learning. The goal is empowering students through choice and a growth mindset in a digitally-enabled environment using mobile apps to create and assess mastery through play and design.
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
STEAM (Science, Technology, Engineering, Art and Mathematics) involves teaching and learning using multiple disciplines. A STEAM Lab allows students to explore concepts across subjects in a creative space centered around art. The document outlines various STEAM concepts and techniques students may explore such as creating idea maps, learning to solder, creative coding, and exhibition of student work. It also provides an example of how to structure project-based STEAM learning using objectives focused on gaining student attention, relevance, confidence, and satisfaction.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
Hive Community Meet-up 11/20/14: Hacking the Hive NYC Community Brokering ModelDixie Ching
This document discusses brokering models for connecting youth to learning opportunities through the Hive NYC Community. It defines brokering as linking youth to opportunities, individuals, and resources to support interest-driven learning. The document provides an overview of a brokering model used by Hive, including who brokers, what is brokered, and what brokering looks like. It also discusses challenges and best practices for being effective brokers, such as getting to know youth, having up-to-date opportunity listings, and creating ladders of opportunities.
A Look at STEAM Education across the NationPeter Fardig
Quoted in an article for The MetroWest Daily News, Peter Fardig is passionate about education and STEAM education. Peter Fardig, CEO of ThinK-12 Learning, LLC, stated that the integration of art into STEM (science, technology, engineering, and mathematics) curriculums gives educators a means to assess their knowledge and determine how well a student understands a concept.
The document summarizes test score data from the 2013 New England Common Assessment Program (NECAP) for Rhode Island, Newport, Middletown, Portsmouth, and Jamestown. It shows the percentage of students who were proficient or above in reading and mathematics at various grade levels, with a focus on comparing scores of low socioeconomic status students versus others. The Rhode Island STEAM Academy charter school proposal cites this data to demonstrate the need to close achievement gaps and raise standards in STEAM disciplines.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
The document describes Social Alterations, an online education platform for socially responsible fashion design. It aims to bridge theory and practice through open-source curricula, resources, and discussion platforms. The 12-lesson program introduces concepts like greenwashing, unintelligent design, and the designer's role in choosing more sustainable options. By facilitating transformative learning, Social Alterations hopes to help establish standards for responsible design education.
ENGAGE is innovating science education by embedding responsible research and innovation (RRI) in formal learning. It has engaged over 750,000 students, 9,355 teachers, and visitors from 80 countries. The program activates students' interests through dilemma group discussions to develop problem-solving and conversation skills on scientific innovations. Students are given opportunities for self-expression and responsibility to make informed decisions. They learn inquiry skills for RRI combined with science knowledge through inquiry-based projects. Whole-class dialogues develop argumentation skills. Students also assess outcomes by interacting with scientists.
Iterative research and development of teacher training in learning design Andrew Brasher
The METIS project aims to develop workshops and tools to help educators design effective learning experiences informed by research. Through data collection and analysis at workshops, the project seeks to identify design principles and patterns. The resulting integrated learning design environment and workshop structure aim to facilitate a research-guided process of designing learning activities. Next steps involve testing and refining the workshops, design knowledge, and tools. The overall goal is to help educators maximize technology's potential for enhancing learning.
The document discusses strategies for teaching problem solving through conversation in science lessons. It provides definitions of key concepts and outlines the structure of two sample lessons. Lesson 1 engages students, reviews concepts, and has them consider evidence on an issue. Lesson 2 re-engages students, has them play a decision-making game to develop skills, and decide an issue using those skills. The document also provides strategies for facilitating productive classroom conversations, including assigning roles and using visual aids.
This document summarizes a case study conducted with Brazilian universities and schools on using open educational resources to develop responsible research and innovation inquiry skills. Over 1,400 learners coordinated by 36 educators from 3 Brazilian states participated in a month-long virtual ethnography. Activities included questionnaires, Google Hangouts, social media posts, videos, photos, and maps. Outcomes included workshops, video clips, posters, exhibitions, games, new OERs, illustrations, and concept maps. The study found that a GM food decision-making lesson was easily integrated into the Brazilian curriculum and helped participants develop informed opinions shared through various mediums. Collaborative planning and digital technologies were useful for promoting scientific and digital literacies at a large scale
This document discusses responsible research and innovation (RRI) and science education. It examines using open educational resources (OER) and massive open online courses (MOOCs) to foster teacher communities of practice for discussing RRI. The ENGAGE project aims to build teacher pedagogical knowledge through MOOCs, a community of practice for discussing science and society issues, and OER with dilemmas and scenario-based projects to engage students in developing inquiry and argumentation skills. Initial outcomes include identification of teaching strategies and evidence of student achievement, though low teacher commentary was a challenge.
The document discusses two perspectives for monitoring innovation in schools as learning ecosystems: (1) examining how teachers use digital tools and resources in "trialogical learning scenarios", and (2) analyzing schools' development over time within their broader socio-technical context. It provides examples of monitoring learning scenarios through an e-learning platform and using linked school data to understand factors that promote innovation. The goal is to understand how knowledge sharing and creation occurs within schools and how some schools become more innovative than others.
The document discusses making soft sensors and provides guidance on materials, tools, tips, examples of soft sensors that can be made, and additional resources. It recommends conductive thread, fabrics, and metal supplies for creating circuits. Tips include testing materials first, drawing circuits beforehand, ensuring good contact, and making designs modular and washable. Examples of soft sensors include on-off switches, pressure sensors, and stretch sensors. Resources listed include guides on electrotextiles and connecting hardware to soft materials.
The document discusses implementing STEAM education through computer-adaptive formative testing. It advocates providing a digital curriculum that engages all students through challenging projects using inquiry-based learning, task-based assessment, and project-based learning. The goal is empowering students through choice and a growth mindset in a digitally-enabled environment using mobile apps to create and assess mastery through play and design.
416. STEAM Education and The Uncommon Core
This presentation will focus on the integration of STEAM educational principles into core subjects. Although our school offers a very successful Exploratory STEM class, I believe the true strength of this educational model is in its' potential to incorporate relevant project based learning and bring the Common Core Curriculum to life for every student.
Presenter(s): Phil Brittain, Tony Campbell
Location: Meadowbrook
STEAM (Science, Technology, Engineering, Art and Mathematics) involves teaching and learning using multiple disciplines. A STEAM Lab allows students to explore concepts across subjects in a creative space centered around art. The document outlines various STEAM concepts and techniques students may explore such as creating idea maps, learning to solder, creative coding, and exhibition of student work. It also provides an example of how to structure project-based STEAM learning using objectives focused on gaining student attention, relevance, confidence, and satisfaction.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
Hive Community Meet-up 11/20/14: Hacking the Hive NYC Community Brokering ModelDixie Ching
This document discusses brokering models for connecting youth to learning opportunities through the Hive NYC Community. It defines brokering as linking youth to opportunities, individuals, and resources to support interest-driven learning. The document provides an overview of a brokering model used by Hive, including who brokers, what is brokered, and what brokering looks like. It also discusses challenges and best practices for being effective brokers, such as getting to know youth, having up-to-date opportunity listings, and creating ladders of opportunities.
A Look at STEAM Education across the NationPeter Fardig
Quoted in an article for The MetroWest Daily News, Peter Fardig is passionate about education and STEAM education. Peter Fardig, CEO of ThinK-12 Learning, LLC, stated that the integration of art into STEM (science, technology, engineering, and mathematics) curriculums gives educators a means to assess their knowledge and determine how well a student understands a concept.
The document summarizes test score data from the 2013 New England Common Assessment Program (NECAP) for Rhode Island, Newport, Middletown, Portsmouth, and Jamestown. It shows the percentage of students who were proficient or above in reading and mathematics at various grade levels, with a focus on comparing scores of low socioeconomic status students versus others. The Rhode Island STEAM Academy charter school proposal cites this data to demonstrate the need to close achievement gaps and raise standards in STEAM disciplines.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
A brief look into maker education and one educator's journey to total classroom implementation. Presentation has been edited to remove identity of students.
A presentation given at the Networked Learning Conference, Edinburgh 2014. With details of the new MA in Higher Education at the University of Surrey. And publication of a new book on Design Patterns for Technology Enhanced Learning.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
03_07_2018 Pedagogical aproaches and digital technologies to promote creativi...eMadrid network
1) The document discusses pedagogical approaches and technologies that can promote creativity, collaboration, and critical thinking among students and teachers.
2) It provides examples from projects at Linnaeus University, including the Geometry Mobile app for outdoor learning and the LETS GO tools for environmental science education.
3) The document concludes that changing learning conditions require new roles for educators and students, and that research is needed on designing, implementing and evaluating educational innovations to ensure their sustainability.
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
Exploring the Movement of Maker Culture in EducationAnn Davidson
Recently, many Canadian provinces have started to integrate computer programming in schools. A trend towards engaging learners as producers of knowledge, and the availability of tiny and affordable computers and open-source technologies that enable complex knowledge production, are drawing interest to “maker culture”. Despite an increasing appetite for “digital making” we know very little about what students from a variety of contexts can learn from engaging in “maker” activities. Through maker workshops with learners from high school, college and university, our team studied both the process and the product of “digital making”. We interviewed participants, recorded their interactions during the workshops and conducted focus groups. We will present preliminary results emerging from a series of workshops conducted with a variety of learners who were eager to learn about “digital making”. We will discuss what our team observed, how learners experienced the workshops, what they learned and how those experiences shaped their attitudes towards problem solving.
Del aula a las comunidades de práctica. Expectativas y experiencias educativa...Gabriel Rosa Bernaez
Comunicación presentada en el XIII Congreso Español de Sociología: Sociedades en la encrucijada, compromisos de la sociología. 5 de julio de 2019. Universitat de València
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Concept for collaborative learning for teachersCaseyMAddy
This document proposes the creation of a social website called "Social Edutraining" to provide teachers with technology training and ideas for classroom projects. The website would contain brief (30 minute) training sessions on various technologies and examples of how to use them. It would allow teachers to both access pre-made training materials and request customized training from other teachers. Research cited shows that technology and early education investment can improve student outcomes. An initial site map outlines the key sections of the proposed website, including a training listing, sample training, and a form to request training. The overall goals are to effectively train teachers using a voluntary approach and utilize their expertise to support technology-enhanced learning.
Dtes1 session 6 design and technology 2014Alison Hardy
The document provides an overview of the history and purpose of Design and Technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from more vocational subjects like woodwork and metalwork to a broader focus on design processes. The key aims of Design and Technology outlined are to enable students to creatively solve problems, understand new technologies, and participate in an increasingly technological society. The document also shares perspectives from industry on the importance of the subject and debates its general and vocational dimensions.
Making a Career out of This: Adventures with Learning TechnologiesMike KEPPELL
This document discusses Professor Mike Keppell's values and approach to learning technologies and transformations, including design thinking, personalised learning, being connected through networks, and changing mindsets. It emphasizes collaborative and evidence-based values, strategic design thinking to ensure relevance, developing digital literacies and self-regulated learning, and recognizing that knowledge exists within networks and connections beyond the individual.
2016 Personalised learning in a connected worldMike KEPPELL
This document discusses trends in learning spaces and personalized learning. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It also discusses Swinburne University's ecosystem of pathways, vocational education, and work-integrated learning. Guiding pedagogies discussed include authentic learning, authentic assessment, peer learning, and personalized learning. The document emphasizes empowering learners through developing their digital literacies, self-regulated learning skills, and ability to engage in seamless, lifelong learning.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
- The document discusses how today's students have grown up in a technology-rich environment and are more accustomed to learning with devices like cell phones and laptops rather than traditional notebooks and pencils.
- Research shows that when technology is meaningfully integrated into lessons, students experience positive effects on achievement across all subjects as well as improved attitudes, self-esteem, and collaboration skills.
- For technology to truly enhance learning, teachers need training on applying tech tools to their specific curriculum areas and seeing clear links between the tech and the content they teach.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. A Case Study of the
Maker Activity Program
Among Undergraduate Students in Mexico
Oswaldo Castro-Romero
Kyung Hee University / Graduate School of Education
3. Introduction
A growing number of people around the world engage together
for producing personal objects, into physical and digital forms
3
(Martinez & Stager, 2013)
(Halverson & Sharidan, 2014)
Democratization of access to:
• Tools
• Technologies
• Materials
• Resources
1990
DIY
2002
FIRST
FABLAB
2005
MAKE
MAGAZINE
2006
MAKER
FAIRE
2009
FIRST
HACKER
SPACE
2014
MAKER
FAIRE
WHITE
HOUSE
4. Introduction
4
There is a growing interest in majors as
For many years, there is a tradition of studies
in social sciences and humanities
(IMCO, 2016)
IN LATINAMERICA
HOWEVER,
• Engineering
• Information technologies
• Computer sciences
Jordi Muñoz (Cofounder of 3d Robotics)
Art Crafts workshops Social movements
5. Introduction
5
have appeared in the local communities.
Many makerspaces
makerspaces are created by engineers
and computer scientists, but now also by:
Frequently,
• Industrial designers
• Architects
• Educators
6. Introduction
6
THE PROBLEM
There is the difficulty of access to digital platforms and Internet and the implementation of
innovative educational methods enhancing maker activities.
(Herrera, 2016; Rodriquez-Barrios and Pellizzoni, 2016)
THE QUESTIONS
How to create sustainable collaborative spaces that support maker activities?Q1Q1
Q2Q2 What is the potential of implementing makerspaces in education?
7. Theoretical background
7
WHAT IS THE MAKER MOVEMENT?
▸(Martinez & Stager, 2013)
▸(Peppler & Bender, 2013)
Makers play, experiment, fail and success by
constructing sharable knowledge
Maker movement is an innovative way to
reimagine education
&
Hacker CultureDIY Culture
8. Theoretical background
8
“Students learn better by making tangible objects in the real world.”
(Papert, 1980)
The maker movement has a strong foundation of
Papert’s constructionism theory. (Donaldson, 2014)
9. Theoretical background
9
MakeractivitiesMakeractivities
consist in giving to students the opportunity for:
▸ developing interest
▸ new identities, and
▸ content knowledge (Martin, 2015)
Learners learn better working with:
▸ meaningful products
▸ affordable materials
▸ appropriated learning environments
(Falbel, 1993)
10. Theoretical background
10
Makerspaces
are informal and open places wherein makers
can explore their ideas, combining STEAM
disciplines and developing technical skills to
create new products.
(Sheridan, et al. 2014)
11. Program implementation:
22 undergraduate students
First and fourth year
Korean Studies major
Research Methodology
72%
28%
Years in average
20
No experience
in making
60%electricity class
or repairing own stuffs
13%
Yes
13. Tinkering Making Sharing Improving
CONCEPTUALIZATION
ENCOURAGE INTEREST
AND MOTIVATION
EMBODYING IDEAS
BUILDING PERSONAL
PRODUCTS
SHARING OF PRODUCTS
AND PROCESS
IMPROVEMENT AND
REFLECTION
Research Methodology
TMSI model ▸(Hwang, Kang and Kim, 2016)
21. Conclusions
21
01Maker activity is a friendly way to access and learn how to use technology tools
and diverse materials while people enjoying reciprocal support.
02In hands-on activities, students can embody their abstract ideas into concrete
products.
03It is suggested to diversify maker activities to other fields in education enhancing
exploration, inquiring and problem-solving for better learning experiences.