E-Science in the classroom - Towards viability

E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of ‘hidden work’ needed to run these projects (Smith, Underwood, Fitzpatrick, & Luckin, forthcoming). The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e- Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e- Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form

E-learning as a Vehicle for Knowledge Management

Nowadays, companies want to learn from their own experiences and to be able to enhance that experience with best principles and lessons learned from other companies. Companies emphasise the importance of knowledge management, particularly the relationship between knowledge and learning within an organisation. We feel that an e-learning environment may contribute to knowledge management on the one hand and to the learning need in companies on the other hand. In this paper, we report on the challenges in designing and implementing an e-learning environment. We identify the properties from a pedagogical view that should be supported by an e-learning environment. Then, we discuss the challenges in developing a system that includes these properties

The Potential of Digital Tools in Art Lessons at Junior School Level to Improve Artistic Ability Using Tamazight Fonts

The aim of this research is to explore how pupils in art classes can use creative digital art tools to redesign Tamazight fonts, in order to develop children’s artistic creativity, enable them to learn about a new culture, and to help the teacher assess the creativity of pupils in the art class. It can also help students to improve their talents in drawing. The study could relate to research in Libya among the Amazigh people (better known as Berber) and possibly the development of Tamazight fonts with new uses in art. The research involved students aged 9-10 years old working with digital art tools, and was designed to explore the potential of digital technology by discovering suitable tools and techniques to develop children’s artistic performance using Tamazight fonts. The project also sought to show the aesthetic aspects of these characters and to stimulate the artistic creativity of these young people

Thai secondary school science classrooms: Constructivist learning environments

This paper describes the first study conducted in Thailand (2002-2003) that resulted in changes in science teachers’ classroom environments. In the first phase of the study, the Constructivist Learning Environment Survey (CLES), an instrument for assessing students’ perceptions of the actual and preferred classroom environment through the constructivist perspective, was validated for use in Thailand. Second, typical Thai secondary school science classroom environments were described using quantitative and qualitative methods. Finally, the effectiveness of constructivist teaching in promoting improvement in classroom environments was evaluated through an action research process, involving the use of feedback on actual and preferred classroom environments. The sample consisted of seven secondary science teachers and their 17 classes of 606 students in Nakornsawan Province, Thailand. Student Actual and Preferred Forms of the CLES, assessing Personal Relevance, Uncertainty, Critical Voice, Shared Control and Student Negotiation, were administered. Factor analysis and internal consistency measures supported a five-factor structure for both actual and preferred forms. Students’ attitudes to science were also measured. The actual and preferred environments of different classes were described based on profiles of classroom environment scores. A number of teachers then participated in an attempt to improve their classroom environments, through the use of a constructivist teaching approach. Changes in classrooms did occur, thus supporting the effectiveness of constructivist teaching in improving learning environments and students’ attitudes towards science in Thailand

Towards Realizability Checking of Contracts using Theories

Virtual integration techniques focus on building architectural models of systems that can be analyzed early in the design cycle to try to lower cost, reduce risk, and improve quality of complex embedded systems. Given appropriate architectural descriptions and compositional reasoning rules, these techniques can be used to prove important safety properties about the architecture prior to system construction. Such proofs build from "leaf-level" assume/guarantee component contracts through architectural layers towards top-level safety properties. The proofs are built upon the premise that each leaf-level component contract is realizable; i.e., it is possible to construct a component such that for any input allowed by the contract assumptions, there is some output value that the component can produce that satisfies the contract guarantees. Without engineering support it is all too easy to write leaf-level components that can't be realized. Realizability checking for propositional contracts has been well-studied for many years, both for component synthesis and checking correctness of temporal logic requirements. However, checking realizability for contracts involving infinite theories is still an open problem. In this paper, we describe a new approach for checking realizability of contracts involving theories and demonstrate its usefulness on several examples.Comment: 15 pages, to appear in NASA Formal Methods (NFM) 201

“Pilot implementation of an interdisciplinary course on climate solutions”

A pilot implementation of an experimental interdisciplinary course on climate solutions was undertaken at San Jose´ State University in the fall semester of 2008. The course, co-taught by seven faculty members from six colleges, was approved for a general education requirement and was open to upperclass students campus-wide. A course with such a breadth of topics and range of student backgrounds was the first of its kind here. The lessons learned from the pilot effort were assessed from student, faculty, and administrative perspectives. The educational benefits to students from the interdisciplinary format were found to be substantial, in addition to faculty development. However, challenges associated with team-teaching were also encountered and must be overcome for the long-term viability of the course. The experimental course was approved as a permanent course starting in the fall semester of 2009 based on the pilot effort, and plays a role in the College of Engineering’s recent initiatives in sustainability in addition to campus-wide general educatio

Faculty and student feedback of synchronous distance education in a multi-university learning consortium

The Texas Learning Consortium (TLC) began as a partnership between the foreign language departments at 5 small, private, liberal arts universities, where each specializes in a small number of different world languages to increase the course offerings to their students without the expense of adding additional faculty on every campus. Each university offers their language courses to consortium students in a real-time, interactive, distance education format. In Fall 2017, the consortium expanded beyond foreign languages, and the first engineering course, Statics, was offered in this synchronous, distance format. As background, this paper will provide an overview of the technology used in the classrooms and some of the administrative obstacles that were overcome in scheduling, registration and information technology. The paper will also reflect on the impact of this particular technological implementation on various teaching styles in both foreign language and engineering courses, especially compared to other distance engineering education in the literature, with a purpose of analyzing the model’s suitability for expansion into other engineering courses or a fully accredited consortium based engineering program. Student and faculty satisfaction surveys will additionally provide insight as to whether this distance format is the right fit for campuses used to high-touch learning environments.Cockrell School of Engineerin

mLearning: the classroom in your pocket?

This paper reports the findings of a 1 year project which focussed solely on the potential of handheld computers for teacher professional development. The paper considers the fit between theory and practice, viewing the developing literature on mLearning as it might apply to teacher professional development, in the light of research evidence from project teachers using handheld computers. The teachers themselves used the analytical framework for teacher professional knowledge developed by Banks, Leach and Moon to consider their own experiences with the handheld computers. The study finds that handheld digital tools hold a number of pedagogic and pragmatic advantages over laptop or desktop computers for teachers, especially in rural communities; however, further technical development is required to fully orient the devices to classroom rather than office practices