Engineering Design Process of Arduino Uno-based Smart Classroom Technology

The important role of higher education in the 21 st century is to participate in educating the public through the development of research results, therefore the Department of Electrical Engineering at the Raja Ali Haji Maritime University emphasizes the importance of implementing an engineering design process to be able to produce technology-based innovations needed by society. This research is a form of higher education contribution in improving student learning outcomes in elementary schools, through the provision of facilities in classrooms. Technology in schools is one of the driving forces for advancing education in schools and is expected to be able to change the mindset of students at Government Primary School (SD Negeri) 011 Tanjungpinang Timur to get to know technology more. It can be said that to realize the perfection of students, in addition to learning activities, supporting facilities are also needed at school according to technological developments. It is hoped that the facilities in technology-based schools will be able to encourage students to be more enthusiastic about learning, have a desire to know developments in the world of technology and change their mindset towards the use of technology in everyday life. From the observations, it was found that the main problem was the minimal use of technology in schools. With these technological problems, this study will design technology-based prototypes, namely smart classrooms based on Arduino Uno, with the aim of making it easier for teachers to turn on electrical equipment in class without direct contact with switches. The intelligent classroom system design uses the Arduino uno as a controller, the HC-06 bluetooth module as a liaison for the user's android with the Arduino Uno, and the boarduino application as a command from the android via bluetooth transmission medi

Smart education for smart textiles

The aim of this paper is to present the main objectives and achievements of the Skills4Smartex project, according to its declared goals. The Erasmus+ project "Smart textiles for STEM training" is funded with support from the European Commission and it is a Strategic partnership - KA2 / Vocational Education and Training (VET), in the field of transfer of innovation from research providers towards textile enterprises & VET schools. The students within technical education acquire basic disciplines, such as mathematics, physics, technical drawing, chemistry, biology, mechanics, but the horizon of the end applications and usefulness of such basic disciplines is often not touchable. In correlation with these facts, the Skills4Smartex project is centred on improving knowledge, skills and employability of VET students in the STEM related fields, by providing the adequate training instruments to understand multidisciplinary working

Pull and Push: Strengthening Demand for Innovation in Education

Examines policy, information, and cultural barriers that minimize the "demand pull" for educational innovation. Calls for encouraging early adopters, bolstering smart adoption, providing better information, and rewarding productivity improvements

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Charting the Course: Four Years of the Thomas W. Payzant School on the Move Prize

Every spring since 2006, EdVestors (www.edvestors.org) invites Boston Public schools with 4-year rates of improvement on the Massachusetts Comprehensive Assessment System (MCAS) tests that are significantly (50% or more) greater than the district average to apply for a $100,000 School on the Move Prize (SOM). Since the creation of the Prize, the Rennie Center for Education Research & Policy has served as EdVestors' research partner, identifying and documenting lessons from the winning schools. This report draws upon the previous SOM case studies produced by the Rennie Center, along with interviews with school leaders, staff and students. The study identifies common themes across all four winning schools that describe the structures and strategies put in place to better serve students, as well as some of the opportunities and barriers the schools have faced in sustaining their success since winning the award. Finally, the study highlights some key lessons the leaders of these four schools view as critical to implementing the strategies and practices outlined to support students and improve outcomes.Over the past four years, a diverse group of schools have emerged as winners, including two pilot schools -- one a high school and the other an elementary school -- a traditional K-8 school and a small high school occupying one floor of the South Boston Education Complex. These schools also represent the diverse neighborhoods in Boston, including Dorchester, Roxbury, Brighton, and South Boston. Despite differences in structure, governance and grades served, all four winning schools do share some similar characteristics. First, they all experienced significant structural changes in the immediate years prior to winning the SOM Prize that provided an opportunity for reflection and strategic planning. Second, they are all relatively small schools with lower enrollments than most comparable schools with the same grade configurations in the district. Third, they are all led by experienced educators who are strong leaders with deep knowledge of the Boston Public School system. Finally, they all share common practices that have been critical to their success in improving student achievement, including: Shared Leadership -- Shared Learning: Distributed leadership grounded in shared accountability between administrators and teachers toward a goal of instructional excellence and increased student achievement; Data-driven Instruction: Intentional systems to use data to drive decisions about curriculum, instruction and student supports; andAcademic Rigor and Student Support: A student-centered approach that balances high academic expectations with integrated academic and developmental supports targeted to student needs

A Tale of Evaluation and Reporting in UK Smart Cities

Global trends towards urbanisation are associated with wide-ranging challenges and opportunities for cities. Smart technologies create new opportunities for a range of smart city development and regeneration programmes designed to address the environmental, economic and social challenges concentrated in cities. Whilst smart city programmes have received much publicity, there has been much less discussion about evaluation of smart city programmes and the measurement of their outcomes for cities. Existing evaluation approaches have been criticised as non-standard and inadequate, focusing more on implementation processes and investment metrics than on the impacts of smart city programmes on strategic city outcomes and progress. To examine this, the SmartDframe project conducted research on city approaches to the evaluation of smart city projects and programmes, and reporting of impacts on city outcomes. This included the ‘smarter’ UK cities of Birmingham, Bristol, Manchester, Milton Keynes and Peterborough. City reports and interviews with representative local government authorities informed the case study analysis. The report provides a series of smart city case studies that exemplify contemporary city practices, offering a timely, insightful contribution to city discourse about best practice approaches to evaluation and reporting of complex smart city projects and programmes

The Case for Community Colleges: Aligning Higher Education and Workforce Needs in Massachusetts

Reviews research on the need for middle-skilled workers with at least an associate's degree, Massachusetts' community college system, promising models for aligning community college curricula with workforce needs, and challenges. Makes recommendations

Developing transformative schools : a resilience-focused paradigm for education

For the better part of the past century, the field of education has witnessed repeated calls and initiatives for change, reform and improvement of our schools. Yet today, the problems of improving academic achievement and social adjustment among youth continue unabated. An explanation for this ‘change without change’ phenomenon is offered which differentiates innovative change from transformative change processes. A review of the research evidence regarding resilience and positive youth development, both academically and socially, is utilized to formulate a conceptual framework for guiding educators in creating resilience-focused, transformative schools. Specific attention is addressed to the application of such concepts as mindsets, resilience, socialemotional competencies, and supportive social environments (family and school) in adopting a new, transformative paradigm for developing more effective schools and more capable youth.peer-reviewe

Human capital, innovation and the productive ageing: growth and senior aged health in the regional community through engaged higher education

[Abstract]: This paper examines how low relative economic growth and high service and infrastructure costs in non-metropolitan regions that are increasingly attractive to lifestyle-seeking seniors, can be offset by focussing more positively on the human capital dimension of this cohort through closer engagement with higher education learning and innovation. At present, many senior-aged persons attracted to ‘lifestyle’ locations are allowed to let their knowledge, networks and skills ossify through a lack of engagement with processes of learning and innovation and institutional impediments of a structural and attitudinal nature. It represents poor return on sunk investment in human capital, has cost impacts on enabling health and community services and infrastructure and does not contribute as positively as it could to regional growth outcomes through productivity gains. The spatial impact of this will exacerbate as the demographic profile of the nation continues to age. Higher education in these places could be a key instrument in the learning and innovation required to realise the greater productivity gains from senior-aged human capital and the consequential growth and health outcomes at the local and regional scale. The paper reports on the literature, research undertaken and analysis to understand these potentially important issues of policy and practice. The paper has a particular focus on the Sunshine Coast and Wide Bay Burnett regions of Queensland which have some of the highest concentrations of senior aged people in Australia