Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction

ChangeMakers: exploring social consciousness through making and the Internet of Things

Since the advent of the computer, digital technologies have transformed our engagement with society. Not only are technological competencies required for economic participation, they also facilitate creativity, self-expression, and personal fulfillment. Technology has also broadened citizenship beyond our local communities, necessitating the development of social consciousness and skills to navigate global challenges. Given the need for tools that facilitate digital competencies and social action in schools, this study investigated how passion-based making with the Internet of Things (IoT) could facilitate students??? involvement with citizenship and social justice. Over the course of a five-day makerspace camp, this study employed a qualitative multiple case study design to explore the IoT learning and social participation of ten elementary school students. The findings revealed meaningful development in participants??? understanding of concepts and concerns related to IoT, as well as thoughtful engagement with societal challenges through the construction of socially oriented IoT artifacts

Building a Quantum Engineering Undergraduate Program

The rapidly growing quantum information science and engineering (QISE) industry will require both quantum-aware and quantum-proficient engineers at the bachelor's level. We provide a roadmap for building a quantum engineering education program to satisfy this need. For quantum-aware engineers, we describe how to design a first quantum engineering course accessible to all STEM students. For the education and training of quantum-proficient engineers, we detail both a quantum engineering minor accessible to all STEM majors, and a quantum track directly integrated into individual engineering majors. We propose that such programs typically require only three or four newly developed courses that complement existing engineering and science classes available on most larger campuses. We describe a conceptual quantum information science course for implementation at any post-secondary institution, including community colleges and military schools. QISE presents extraordinary opportunities to work towards rectifying issues of inclusivity and equity that continue to be pervasive within engineering. We present a plan to do so and describe how quantum engineering education presents an excellent set of education research opportunities. Finally, we outline a hands-on training plan on quantum hardware, a key component of any quantum engineering program, with a variety of technologies including optics, atoms and ions, cryogenic and solid-state technologies, nanofabrication, and control and readout electronics. Our recommendations provide a flexible framework that can be tailored for academic institutions ranging from teaching and undergraduate-focused two- and four-year colleges to research-intensive universities.Comment: 25 pages, 2 figure

Digitalization and Development

This book examines the diffusion of digitalization and Industry 4.0 technologies in Malaysia by focusing on the ecosystem critical for its expansion. The chapters examine the digital proliferation in major sectors of agriculture, manufacturing, e-commerce and services, as well as the intermediary organizations essential for the orderly performance of socioeconomic agents. The book incisively reviews policy instruments critical for the effective and orderly development of the embedding organizations, and the regulatory framework needed to quicken the appropriation of socioeconomic synergies from digitalization and Industry 4.0 technologies. It highlights the importance of collaboration between government, academic and industry partners, as well as makes key recommendations on how to encourage adoption of IR4.0 technologies in the short- and long-term. This book bridges the concepts and applications of digitalization and Industry 4.0 and will be a must-read for policy makers seeking to quicken the adoption of its technologies

Digitalization and Development

This book examines the diffusion of digitalization and Industry 4.0 technologies in Malaysia by focusing on the ecosystem critical for its expansion. The chapters examine the digital proliferation in major sectors of agriculture, manufacturing, e-commerce and services, as well as the intermediary organizations essential for the orderly performance of socioeconomic agents. The book incisively reviews policy instruments critical for the effective and orderly development of the embedding organizations, and the regulatory framework needed to quicken the appropriation of socioeconomic synergies from digitalization and Industry 4.0 technologies. It highlights the importance of collaboration between government, academic and industry partners, as well as makes key recommendations on how to encourage adoption of IR4.0 technologies in the short- and long-term. This book bridges the concepts and applications of digitalization and Industry 4.0 and will be a must-read for policy makers seeking to quicken the adoption of its technologies

Building a Quantum Engineering Undergraduate Program

Contribution: A roadmap is provided for building a quantum engineering education program to satisfy U.S. national and international workforce needs. Background: The rapidly growing quantum information science and engineering (QISE) industry will require both quantum-aware and quantum-proficient engineers at the bachelor\u27s level. Research Question: What is the best way to provide a flexible framework that can be tailored for the full academic ecosystem? Methodology: A workshop of 480 QISE researchers from across academia, government, industry, and national laboratories was convened to draw on best practices; representative authors developed this roadmap. Findings: 1) For quantum-aware engineers, design of a first quantum engineering course, accessible to all STEM students, is described; 2) for the education and training of quantum-proficient engineers, both a quantum engineering minor accessible to all STEM majors, and a quantum track directly integrated into individual engineering majors are detailed, requiring only three to four newly developed courses complementing existing STEM classes; 3) a conceptual QISE course for implementation at any postsecondary institution, including community colleges and military schools, is delineated; 4) QISE presents extraordinary opportunities to work toward rectifying issues of inclusivity and equity that continue to be pervasive within engineering. A plan to do so is presented, as well as how quantum engineering education offers an excellent set of education research opportunities; and 5) a hands-on training plan on quantum hardware is outlined, a key component of any quantum engineering program, with a variety of technologies, including optics, atoms and ions, cryogenic and solid-state technologies, nanofabrication, and control and readout electronics

Experiencing the Implementation of New Inquiry Science Curricula

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers’ experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum’s philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher\u27s prior experiences, values and beliefs and their current instructional philosophy in science education. An analytical diagram was developed based on this relationship and the teachers’ experiences moving from a traditional to a new inquiry curricula. The diagram suggests a transition from feeling trapped in an existing curriculum that is inconsistent with teacher values to finding a fit and balance in a new curriculum that provides a better though not perfect fit. This diagram can serve as a guide for how to design future, ongoing professional development to ensure the success of an inquiry curriculum designed to replace a more traditional one and may be applicable to other teachers

Digitally mediated education and outreach practices in cultural heritage institutions in the UK

This qualitative study seeks to address the limited amount of research available concerning the rapid change in Cultural Heritage (CH) learning and outreach working practices, experienced during the COVID-19 pandemic. The purpose of this study was to explore the experiences of UK-based CH learning and outreach teams, around their increased use of online and digital learning tools during the pandemic and identify any subsequent influences these tools had on their current onsite and offsite programme delivery strategies, pedagogical approaches and collaborative ways of working. Data was gathered through 39 online surveys and 18 semi-structured interviews with CH professionals, working in learning, outreach and engagement settings. The data was transcribed and coded. A thematic analysis approach to the data revealed three prominent themes: Removal of the Default, Dragged by Sheer Necessity into the New World and Step Change. These themes provide insight into the multiple influences online and digital learning tools can have on CH learning and outreach programmes and provide a reflective guide on best practice for CH practitioners wishing to implement them

Exploring the flipped classroom : possibilities and limitations

Dissertação de mestrado, Educação (Área de especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2016At the dawn of the Information Age, despite the slow digital integration of mainstream education for the XXI century in most of the world, there are already new trends in education using digital technology that are revolutionizing education as we know it. One of such is the Flipped Classroom, a blended learning model growing quickly throughout the education innovators in the US and around the world. Many claim this model teaches necessary XXI century skills for, and when applied correctly can help students learn faster and reach higher levels of learning. The Flipped Classroom is an education model that inverts the traditional classic teacher-centred classroom model upside down, into a student centred structured, where student use digital technology (or not) to learn the material for homework, usually in 10-15 minute videos, and use the class time for application of the material, usually using active learning and collaborative learning strategies. The following qualitative research project offers a comprehensive theoretical qualitative exploration of the Flipped Classroom Blended Learning model involving a non-directive interview with ten educational specialists in the Flipped Classroom model, including teachers, professors, and instructional designers who have converted their instruction to this model and who believe this is the future of education. Each of the interviewees were interviewed via Google Hangouts and Skype. The purpose of the study was to identify the possibilities and limitations of a flipped learning classroom environmente at of all levels, from elementary school to university. This study hopes to assist professionals in determining the value of flipped learning for any educational purpose, by helping teachers make a skift into XXI Century education based on research proven data, and effectively shift learning responsability in ways that improve learner outcomes. The nature of this study is fundamentally of informative character, exploring the possibilities and limitations of the Flipped Classroom teaching model specifically for teachers and educational professionals (as well as students and families) interested in teaching techniques and approaches to education that promote student learning in the XXI century