Constructionism through construal by computer

Traditional computer programming is not well-aligned to the needs of constructionism. Orthodox programming principles are oriented towards prescribing processes that address clearly specified uses. Functional specification and optimised execution do not encourage interactive exploration and open-ended interpretation. We propose making construals by computer using Empirical Modelling principles as an alternative to conventional computer programming. The merits of this approach are discussed and illustrated using construals for Sudoku solving. Our Sudoku solving construals are made up of definitions that express dependencies between observables. Many kinds of human agency can be expressed through modifying the current set of definitions. The construal serves as a shared artefact with which developers, teachers and pupils can all interact concurrently in essentially the same way, each according to their role and experience. Our preliminary experiments with schoolchildren highlight potential for rich and radically new kinds of learning experience and unprecedented scope for recording, monitoring and intervening in support of constructionist learning. Further empirical study is a vital next step

Incorporating engineering in high school biology

textThe purpose of this project was to create a series of lessons that incorporate both Biology and Engineering concepts. The three lessons were intended to increase in complexity as the students progress throughout the year. Using PyMol software allowed students to visually represent complex protein structures while introducing and providing an opportunity to practice programming. Each lesson was followed by a worksheet or activity to aid in students' comprehension and application of practice. These lessons were designed to maximize students' time learning to program and using PyMol software while enhancing the current curriculum. Lesson one introduced students to the PyMol software while building and representing the four main structures of proteins. With increased programming knowledge, lesson two focused on modeling the DNA double helix. The final lesson introduced students to evolutionary relationships based on a protein's amino acid sequence.Science, Technology, Engineering, and Mathematics Educatio

Experiments in Arts Engagement: Case Studies

This set of seven case studies provides real-world examples and practical tips to enrich lessons identified in prior report, "Emerging Lessons and Implications from the Exploring Engagement Fund." The nine featured arts organizations vary by size, discipline, and geography. All pursue projects to engage participants from communities of color and low-income groups

Methods of Smile: A Science Seminar Course in Deliberate Education

Oregon State University’s Science and Math Investigative Learning Experiences (SMILE) Program is an enrichment program for minority and underrepresented K-12 students. Through an eight-year iterative process, SMILE has developed and refined a science seminar course that allows undergraduate and master’s degree students to explore science enrichment for youth. Students enrolled in the course are engaged in teaching and learning as a community of learners with a focus on service learning. The intended audience for the course is those students who are interested in working in educational settings with youth—as classroom teachers, science/mathematics professionals engaged in precollege outreach, and the like. The actual audience, though quite broad, represents those students who want to be better prepared as effective science educators in their various career roles. This article provides the context for the course, defines and examines deliberate education as illustrated by the structure and activities of the Methods of SMILE seminar course, highlights the elements of an effective community of learners as demonstrated through it, details the specific strategies and activities of it, and summarizes the next steps in identifying its impact in transforming the participants’ college experiences

Mustering the Armies of Compassion in Philadelphia

The role of faith-based organizations in meeting the most pressing needs in America's poorest neighborhoods has been the subject of national debate over the past several years. However, few reports have carefully examined these organizations' performance. Mustering the Armies of Compassion in Philadelphia takes a detailed look at a group of faith-based organizations running a literacy program, Youth Education for Tomorrow (YET). Mustering examines the programs' start-up, relatively consistent classroom results, and their many reactions to partnership with a secular organization. Ultimately, the YET Center program shows that with a clear model and sufficient support and oversight, a large and diverse group of independent faith-based organizations can collectively provide a demonstrably effective service

Professional Learning Communities in the Expanded Learning Field

This white paper uses twelve evaluation reports of the Professional Learning Community (PLC) initiatives, as well as interviews with PLC participants and facilitators, to better understand how the PLC model is used in the Expanded Learning field, to demonstrate the benefits to participating staff and expanded learning programs, and to share best practices for youth-serving organizations interested in using PLCs

The lessons learnt from Willy Wonka (includes alternate ending)

Despite all that research has taught us, lectures and seminars still continue to be largely delivered in the classroom, with students sat in rows for far too long. Lecturers offer information, which some students choose to absorb. Some students choose not to, or don’t have the nature to be able to. So, what if we change this? What happens? And even more crucially, what can we do to use the ‘student voice’ to enhance how they learn and what they learn? Following a successful pilot in Experiential Education which we presented at the LJMU conference in 2013 we made developments which allow students to shape their own learning experience - truly engaging them in delivery. With Nick changing institutions at the beginning of this academic year we have both continued to explore Experiential Educational but in different ways. This presentation examines these developments and looks at three key areas: 1) The needs of students (which they weren’t shy in making clear to us!) and the differing learning styles they have, to see how teachers can use them to deliver an all-encompassing experience which is interactive, engaging and informative. 2) A taster of the technologies involved in flipped classrooms and the benefits of experiential education. 3) The reflective nature of learning journals to encourage the student voice to be raised (and then heard). Charlie got the Golden Ticket because he dreamt about it, because he did everything he could to get it. So, where did the others go wrong? And what could Wonka have done about this

Project ThaiPASS: international outreach blending astronomy and Python

We present our outreach program, the Thailand–UK Python+Astronomy Summer School (ThaiPASS), a collaborative project comprising UK and Thai institutions and assess its impact and possible application to schools in the United Kingdom. Since its inception in 2018, the annual ThaiPASS has trained around 60 Thai high-school students in basic data handling skills using Python in the context of various astronomy topics, using current research from the teaching team. Our impact assessment of the 5 day summer schools shows an overwhelmingly positive response from students in both years, with over 80% of students scoring the activities above average in all activities but one. We use this data to suggest possible future improvements. We also discuss how ThaiPASS may inspire further outreach and engagement activities within the UK and beyond