DETI Inspire Engagement Report 2020-2021

From September 2020 to December 2021, DETI Inspire has delivered an impressive array of outputs and engagement activities. In two years, the team have directly engaged 6,832 children and 216 teachers from 73 schools and community groups in the West of England, with an estimated 97,550 children reached altogether through dissemination efforts. Along the way, children have been able to have conversations with real-life engineers through (online) Q&A sessions, card games and skill shares. 455 engineers have so far shared their experiences, as well as at least 17 industry partners and three charities.42% of total direct engagements (N=3,415) came directly through in-person BoxED sessions, all four developed and launched by DETI Inspire in 2021: The West in Minecraft (N=2,047, 60%), Engineering Curiosity (N=357, 10%), WeCount (N=319, 9%), and We Make Our Future (N=692, 20%). 42% (10) of all the schools engaged in BoxED sessions (total = 24) came from areas within the most deprived 20% of the country, and 17% (4) came from the most deprived 30%.The last 20 months has seen the programme: pair female junior engineers with senior female mentors (page 13); establish a network of 102 engineers from diverse backgrounds (page 13); distribute 132 Engineering Curiosity card packs to schools and community groups and launch 40 Tik-Tok videos to accompany them (p 16); host a Sustainable Solutions Summit to 16-18-year-olds (page 26); champion sustainable engineering at COP26 (page 28); beam in engineers to 3,500 children during the height of the pandemic (p39); and reach over 250,000 people through social media (p 35). For a full list of highlights, and for details of DETI Inspire’s engagements, see Table 1.Despite another year of uncertainty, with rules around in-person events frequently changing, the DETI Inspire programme has excelled under the circumstances. Adapting to the changing rules and guidance, the team managed to engage in-person when they could – enriching children and young people’s cultural experiences, limited by the pandemic – and offer well attended online events when they could not. For instance, from two online events alone, DETI Inspire reached 9,000 children and young people.DETI Inspire will continue to deliver BoxED activities to schools across the West of England Combined Authority (WECA), with a full calendar of bookings right up until June. The programme will also support this year’s Leaders Award (p 42), Great Science Share (p51), and take part in the long-awaited return of Bristol’s Storytale Festival (p 511), among other activities. DETI Inspire is excelling in promoting engineering for sustainability among children, young people and adults from diverse backgrounds, not only in WECA, but also nationally and across Europe

Multimedia and individualised learning in GCSE English Literature.

This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources

Novelette, a Usable Visual Storytelling Digital Learning Environment

Educational digital storytelling is widely recognised as a powerful approach in developing literary skills, experiencing problem-solving and computational thinking, information and knowledge visualisation, building creativity and divergent thinking supported by technological solutions. However, educators feel that they miss opportunities, skills, and tools to support pupils developing creativity. Hence, we proposed a digital learning environment, named Novelette, to support both educators and learners in performing visual storytelling by scaffolding them in inventing and authoring stories. The main novelty of our approach lies in embedding literary artifices widely explored in learning settings into a digital learning environment, such as the opportunity to continue someone else’s story and the suggestion mechanism to explore analogies or synonyms starting from a word of interest. Novelette has been ideated not only as a learning environment for educators, but with educators, as it results from a user-centered and participatory design methodology to involve them in the entire design and development process actively. This paper focuses on the assessment of Novelette usability according to both educators and pupils. As a conclusive step of the co-design approach, developers tested the resulting usability according to educators in a controlled environment. Moreover, it reports usability according to learners in real settings at school. Results demonstrate that Novelette is considered usable by both target groups, and it is perceived as a powerful approach in developing creativity both according to quantitative insight offered by the System Usability Scale, a.k.a., SUS, and qualitative interpretations enabled with direct observations and structured after scenario questionnaires. We can conclude that Novelette is a pleasant and usable tool to invent and author stories and seems to be a promising approach to develop creativity

From Ship to Shuttle: NASA Orbiter Naming Program, September 1988 - May 1989

By congressional action in 1987, the National Aeronautics and Space Administration (NASA) was authorized to provide an opportunity for American school students to name the new Space Shuttle orbiter being built to replace the Challenger. The Council of Chief State School Officers (CCSSO), an education organization representing the chief education officials of the nation, was asked by NASA to assist in the development and administration of this exciting and important educational activity. A selection of interdisciplinary activities related to the Space Shuttle that were designed by students for the NASA Orbiter-Naming Program are presented. The national winner's project is first followed by other projects listed in alphabetical order by state, and a bibliography compiled from suggestions by the state-level winning teams

Simple identification tools in FishBase

Simple identification tools for fish species were included in the FishBase information system from its inception. Early tools made use of the relational model and characters like fin ray meristics. Soon pictures and drawings were added as a further help, similar to a field guide. Later came the computerization of existing dichotomous keys, again in combination with pictures and other information, and the ability to restrict possible species by country, area, or taxonomic group. Today, www.FishBase.org offers four different ways to identify species. This paper describes these tools with their advantages and disadvantages, and suggests various options for further development. It explores the possibility of a holistic and integrated computeraided strategy

Bridging between Research and Practice

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory—through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.; Readership: The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes—springboarding teachers’ further critique and professional learning

Bridging between Research and Practice

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory—through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.; Readership: The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes—springboarding teachers’ further critique and professional learning