HP Catalyst Project Showcase: The New Learning & Measuring Learning

28 February 2012 - 9:00am - 10:00am

Join us for this free, live webinar at 9 am Central US time in our virtual room.
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Learn about work taking place in two HP Catalyst Consortia, with a special focus on projects that are a part of the New Learner and Measuring Learning Consortia.


"Eco-Virtual Environment Project: Creating a Sustainable Virtual World of Learning" by City Academy Norwich City Academy Norwich recently and radically overhauled their curriculum in favor of embracing enquiry-based learning and more student-centered learning approaches. In what they’re calling “the EVE Project,” students are leveraging 3D technology to design and create their own virtual worlds. These new worlds will become hubs for active STEM learning with an emphasis on environmental themes.

Working in teams assigned to different virtual environments, students at City Academy Norwich will develop a sustainable energy source within their environment and compete to design the most energy-efficient space, drawing on all the resources embedded in the environment to sustain it. Web-based assessments will provide participants with feedback on their work.

During this project, the academy, which serves large numbers of students from economically deprived backgrounds, will receive extensive support from an internationally renowned university, a large college, local government agencies and educational training hubs. These institutions will provide support, including education advice, ICT guidance, and environmental expertise.

"CDI Methodology: Empowering Students through Digital Inclusion" by Change Through Digital Inclusion Since 1995, Change Through Digital Inclusion (CDI), a network of 821 centers, has been bringing information and communication technology (ICT) to low-income communities. In this project, they plan to expand their work at five CDI community centers in Northeast Brazil using the five-step CDI methodology: understand the world; research local issues; plan social action; mobilize the plan; and evaluate the outcomes.

The goal of the project is to empower students to become agents of social change, while exposing them to technologies and tools to help them continue on their own educational paths. Throughout the course, marginalized students will learn various IT skills as they apply them to research, analysis, and community action so they simultaneously gain social and technical experience. CDI’s ultimate aim is to convey a deeper connection between ICT skills and their potential applications in education, employment, and social action.

"Centrale EAT Innovation Framework: Adapting Training to Companies’ Needs" by Ecole Centrale de Lyon What is the secret to taking academic knowledge and transforming it into workplace skills? The Ecole Centrale de Lyon in Ecully, France, is committed to answering that question, putting it into place in their classes, and ensuring that their students are workplace-ready when they leave. Their Innovation Framework includes both a classic course syllabus and a list of the real-world skills students will need and learn for every course. A balanced mix of traditional lectures, self-study, team projects, and internships provides the means to put those skills into practice.

Tablet PCs are an important part of the mix, providing engineering students more mobility and encouraging them to collaborate more frequently — both within and outside of the classroom. Ecole Centrale de Lyon uses a web-based e-portfolio for teachers to collect and validate student’s work, in tandem with a secure web service called Knowledge Broker. Knowledge Broker is used to catalog core competencies for various organizations, but what makes the tool especially useful to students is that the students who preceded them at the Ecole Centrale de Lyon have written all of the definitions of the knowledge necessary to master each competency. The current crop of students will be expected to refine the descriptions and add new ones for future classes.

One of the hypotheses that Ecole Centrale de Lyon is exploring is the impact on learning when a student transfers his or her knowledge through Knowledge Broker to the next generation of students. Does writing the content provide the student with a better understanding of the knowledge? A related research question is what is the place of the teacher in this model: moderator, corrector, or mentor?

Have questions? Email communications@nmc.org.

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