Augmenting primary teaching and learning science through ICT

This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt. The major implications from the key finding, found in the Summary report are that; ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication. For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching

Digital Systems Teaching and Research (DSTR) Robot: A Flexible Platform for Education and Applied Research

The DSTR (pronounced “Disaster”) robot has a strong history of being adaptable to different user’s needs, and there are many opportunities ahead that indicate that the sky, quite literally, is not the limit for this robust platform. This paper provides a historical perspective on the development of the DSTR robot as a collaborative design developed by the Mobile Integrated Solutions Laboratory (MISL) at Texas A&M University and ASEP 4X4 Inc. Texas Instruments has been a major partner in the integration of the control electronics, and Texas Space Technology Applications and Research (T STAR) LLC has played a significant role in the propagation of the DSTR robot as an adaptable applied research/education/STEM outreach platform. The paper will present examples of the strong industry-academic relationships that allow the DSTR robot to be utilized in a multitude of experiential learning environments. In addition to a number of STEM outreach activities, the DSTR robots are being used in the Introduction to Engineering course at Blinn College and in the Freshman Engineering curriculum at Texas A&M University. DSTRs have also been selected by NASA scientists as a low-cost lunar sample collector. The paper will also discuss the newly developed DSTR-E (DSTR Engineering) unit which requires students to perform several engineering tasks during the build process. The paper will also include the lessons learned from initial design through its transfer to the private sector for commercialization and future plans.Cockrell School of Engineerin

Improving Teaching and Research Capacity in Indonesia Education Throught ASEAN Collaboration

In the global higher education (HE) scenario, many countries face common challenges in higher education including rising demands for access to higher education, and the needs to improve the quality of higher education for International recognition. Although the harmonisation of HE process in Europe has not been without flaws, a regional platform to address and perhaps solve common challenges in higher education is of interests to the global regions. This project examines the teaching and research capacity of hight education in the case of ASEAN countries. Education for All (EFA) is a drive to decentralize basic and secondary educational planning, management and accountability, particulary in countries with highly centralized systems of governance, to make themm more responsive to diverse local needs and place more responsibility at the local level. The decentralization of higher education also played a part in Indonesia's many post-revolutionary reforms, and the Indonesian goverment identified a group of top tier universities to become more independent from central control. Considering a regional commitment to establish an ASEAN Community by 2015 and the International challenges in higher education, a more prominent role of the harmonisation of higher education process within the ASEAN region is crucial to build a strong foundation for the ASEAN Community and also to enhance higher education interconnectedness of ASEAN and beyond. This study explores the teaching and research capacity of Indonesia education , particularly from an ASEAN perspective. It also investigates the progress and impediments towards increased human resources development in Indonesia education in this region of ASEAN, to promote the connectivity in education among ASEAN countries and beyond

Designing the interface between research, learning and teaching.

Abstract: This paper’s central argument is that teaching and research need to be reshaped so that they connect in a productive way. This will require actions at a whole range of levels, from the individual teacher to the national system and include the international communities of design scholars. To do this, we need to start at the level of the individual teacher and course team. This paper cites some examples of strategies that focus on what students do as learners and how teachers teach and design courses to enhance research-led teaching. The paper commences with an examination of the departmental context of (art and) design education. This is followed by an exploration of what is understood by research-led teaching and a further discussion of the dimensions of research-led teaching. It questions whether these dimensions are evident, and if so to what degree in design departments, programmes and courses. The discussion examines the features of research-led departments and asks if a department is not research-led in its approach to teaching, why it should consider changing strategies

AGRO-ETHICS: EXTENSION, RESEARCH, AND TEACHING

Teaching/Communication/Extension/Profession,

Research - Teaching Integration in Agroecology and Organic Farming

Integration of research and teaching enhances the success of students in both areas, and contributes to preparation of graduates who are capable of handling the complexity of location-specific challenges in farming and food systems. A European Network of Organic Agriculture Teachers (ENOAT) convened a workshop in Italy in 2007 to explore the current state of integration and potentials for further developing this learning strategy in universities. We concluded that integration brings motivation to students and greater relevance to their learning environment, both key issues in providing success in the learning landscape

Teaching research methodology by linking teaching and research

The active strategy linking teaching and research was applied in the context of the course of Methods and Techniques of Research in Education of the 1st year of the Master’s programme in Pre School and Primary Education of the Instituto Superior Politécnico Gaya. The strategy was implemented by the development of the following activities: A1: Brainstorming; A2: Looking for information; A3: Creating reading records - analysis / critical approach; A4: SWOT Analysis; A5: Questioning/ discussion; A6: Critical reflection; A7: “Critical friend”. The choice of topic was based on the initial assumption that the skills developed by the strategy matched the content of the course (also associated with research). This issue and the reduced number of students of the class (4 students) allowed: the development of monitored research moments, individual presentations, the promotion of questioning opportunities, interaction / discussion and individual writing

Sticking together: teaching, learning and the art of research

In this paper we emphasise the importance for community educators of building bridges between emerging needs, research, teaching and learning. A case study of recent work is used to illustrate the way in which research in vocational education and training offers the potential for practical outcomes which are not necessarily defined by the Research Assessment Exercise (RAE). We believe that fragmentation must be resisted: the glue securing teaching, learning and research must be preserved. The project which functions as our case study concerned the education and training needs of youth and community arts practitioners. Situated in the north of England, the research was directed by a partnership comprising Yorkshire and Humberside Arts, West Yorkshire Youth Association, the Calouste Gulbenkian Foundation, youth and community arts practitioners and the University of Huddersfield. This innovative collaboration led to pragmatic outcomes in course development, teaching and learning: a new postgraduate course is planned in direct response to the research, a conference was held to share the findings with practitioners whose input, using a focus group approach, was vital in the writing of the final report. We also envisage the work having a practical impact on future approaches to teaching and learning. We analyse the glue which holds together the collaborative partnership and answer the question: what is the nature of cross-sectoral partnership and how do all the partners get what they want? We believe this brings us back to the good old fashioned idea that the purpose of educational research is to inspire change, and is not only to add to the sum of human knowledge. Sadly, all too often nowadays there is a tendency for research to serve the demands of the RAE