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

Subject Specific Information Literacy Curriculum and Assessment

Academic libraries have been changing the traditional instructional framework of library instruction teaching modules to information literacy teaching modules. National standards for information literacy increased the possibility to unify such efforts throughout the country and clarify for librarians, administrators, and faculty the desired student learning outcomes. This paper presents findings of a quantitative research study developed to provide documentation for a regional accrediting body, college administration, and faculty on the efficacy of a subject specific information literacy curriculum and assessment instrument. The study took place within a seminary and began with an initial needs assessment. A previously developed instrument, B-TILED, which had been through a rigorous process of reliability and validity testing was applied to conduct the needs assessment. The findings of the needs assessment indicated a requirement for intervention which led to the development and implementation of a formal course of instruction in information literacy. The course was developed and taught by the researcher in the fall of 2010. All incoming 1st year students were required to take, complete, and pass a one-unit class in information literacy. In order to assess the effectiveness of the course, and to provide supportive documented data to the accrediting body, pretests and posttests were administered. The instrument used, B-TILED, was the same as that used in the needs assessment study

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Learning requirements engineering within an engineering ethos

An interest in educating software developers within an engineering ethos may not align well with the characteristics of the discipline, nor address the underlying concerns of software practitioners. Education for software development needs to focus on creativity, adaptability and the ability to transfer knowledge. A change in the way learning is undertaken in a core Software Engineering unit within a university's engineering program demonstrates one attempt to provide students with a solid foundation in subject matter while at the same time exposing them to these real-world characteristics. It provides students with a process to deal with problems within a metacognitive-rich framework that makes complexity apparent and lets students deal with it adaptively. The results indicate that, while the approach is appropriate, student-learning characteristics need to be investigated further, so that the two aspects of learning may be aligned more closely

Impact in networks and ecosystems: building case studies that make a difference

open accessThis toolkit aims to support the building up of case studies that show the impact of project activities aiming to promote innovation and entrepreneurship. The case studies respond to the challenge of understanding what kinds of interventions work in the Southern African region, where, and why. The toolkit has a specific focus on entrepreneurial ecosystems and proposes a method of mapping out the actors and their relationships over time. The aim is to understand the changes that take place in the ecosystems. These changes are seen to be indicators of impact as increased connectivity and activity in ecosystems are key enablers of innovation. Innovations usually happen together with matching social and institutional adjustments, facilitating the translation of inventions into new or improved products and services. Similarly, the processes supporting entrepreneurship are guided by policies implemented in the common framework provided by innovation systems. Overall, policies related to systems of innovation are by nature networking policies applied throughout the socioeconomic framework of society to pool scarce resources and make various sectors work in coordination with each other. Most participating SAIS countries already have some kinds of identifiable systems of innovation in place both on national and regional levels, but the lack of appropriate institutions, policies, financial instruments, human resources, and support systems, together with underdeveloped markets, create inefficiencies and gaps in systemic cooperation and collaboration. In other words, we do not always know what works and what does not. On another level, engaging users and intermediaries at the local level and driving the development of local innovation ecosystems within which local culture, especially in urban settings, has evident impact on how collaboration and competition is both seen and done. In this complex environment, organisations supporting entrepreneurship and innovation often find it difficult to create or apply relevant knowledge and appropriate networking tools, approaches, and methods needed to put their processes to work for broader developmental goals. To further enable these organisations’ work, it is necessary to understand what works and why in a given environment. Enhanced local and regional cooperation promoted by SAIS Innovation Fund projects can generate new data on this little-explored area in Southern Africa. Data-driven knowledge on entrepreneurship and innovation support best practices as well as effective and efficient management of entrepreneurial ecosystems can support replication and inform policymaking, leading thus to a wider impact than just that of the immediate reported projects and initiatives

TARDis Project Final Report

The TARDis Project Final Report outlines the background, methodology and implementation of e-Prints Soton. It identifies outcomes of the project and its evolution to a centrally funded University research repository, embedded within the research landscape of the organization