Learn about work talking place in two HP Catalyst Consortia, with special focus on projects that are part of the Pedagogy 3.0 and STEM-preneurship consortia.
"Design Corps" by the Learning and Games Network
How many students would prefer to be making a difference in the world right now if they could? Based on the results of an extraordinary partnership between the Learning Games Network in Cambridge, Massachusetts, the P20 Innovation Lab at the University of Kentucky, and the Student Technology Leadership Program of Kentucky Department of Education, it appears a great many would. Called the Design Corps, the partnership is based on a participatory national program that inspires teachers and students to excel in new methods of exploring STEM concepts by creating challenge-based learning projects — immersing teachers and students in a collaborative process that requires the adoption of new ‘roles’ of teacher facilitated, student-driven inquiry and design.
Design Corps currently engages 6,000+ students and teachers. Students delve deeper into the course content as they apply their newly acquired knowledge in designing a playful learning experience. They are more motivated — even empowered — because they are realizing their own creative visions and, in turn, are making more concrete connections between what they learn and how that knowledge can be applied. Partnering with the state of Kentucky, Design Corps will be embedded into their statewide Student Technology Leadership Program, which supports teachers and students in conducting technology and project-based learning.
Researchers at the University of Kentucky’s P20 Innovation Lab will study the effectiveness of this approach and pedagogy. The P20 Innovation Lab will a team of 25 teacher-researchers known as the "Kentucky Game-Changers," who will serve as the on-the-ground catalysts and action researchers for this project. Together they will study the impact of this approach and how it relates to existing statewide efforts to refine and scale pre-service and in-service teacher training on new STEM pedagogical approaches.
"Using Technology to Support Teacher and Student Conceptual Learning in Mathematics and Science" by Kenyatta University
In Kenya, it is a fact that very few teachers have significant IT skills. There is also no concrete link between how pre-service education impacts a teacher’s post-graduation professional development. Kenyatta University, located outside Nairobi, Kenya wants to address both of those challenges. They plan to work with colleagues from the Departments of Chemistry, Mathematics, Physics, and Biological Sciences at Kenyatta University and mathematics and science education colleagues from Syracuse University, California State University–Fullerton, and California State University-San Marcos.
The project will reach 300 pre-service mathematics and science teachers and 8 in-service high school teachers in an exploration of ways to more effectively develop mathematical and scientific curriculum. All participants will attend workshops to learn how to use Tablet PC technology, prepare and share classroom tasks with each other, and collaborate on techniques to incorporate technology in the scientific inquiry and problem-solving process. The primary purpose of the training will be to employ the technology as a means of fostering more comprehensive understanding in students.
Kenyatta University is home to 3,200 students enrolled in education programs to become secondary math and science teachers. The project will further relationships between Kenyatta University and school-based sites. Armed with HP Mobile Calculating Lab Probes and graphing calculators, they aim to provide their pre-service teachers with the skill set necessary to instruct future students utilizing 21st century technology.
"STEM, Social Entrepreneurship and Glocaledge (Global Practices Applied to Local Knowledge)" by Learning Links Foundation
The National Skill Development Corporation (NSDC) and Ministry of Human Resource development has estimated that there will be huge short fall of trained and skilled manpower in India by 2015. Our Project, STEM, Social Entrepreneurship and Glocaledge (global practices applied to provide a leading edge to local knowledge) aims at empowering rural youths and students from science, math and technical education background from rural areas to identify local developmental issues and form a scientific and innovative approach to address local problems, thereby enhancing their living conditions, improve businesses and trade in rural India.
India has a rich heritage of Science and Math and most local processes have a deep integration of STEM components woven into the processes followed in rural India. This project will specially focus on encouraging the rural youth to scientifically explore such processes; and create socially relevant business ideas and projects using the STEM based local knowledge and locally available resources. The project also envisages identifying social entrepreneurs; providing networking support and connecting them with researchers/ faculty from professional colleges and project incubation cells for mentoring; connecting them with Government bodies/ corporate for co-funding and sustainability of social entrepreneurship projects.
Sparking innovation, learning and creativity.
Identifying the impact of emerging technologies.
The Edward and Betty Marcus Institute for Digital Education in the Arts (MIDEA) provides timely, succinct and practical knowledge about emerging technologies that museums can use to advance their missions.
The largest educational presence in any virtual world, involving more than 150 colleges and universities and a very active community of educators that numbers nearly 12,000.
The New Media Consortium (NMC) is a community of hundreds of leading universities, colleges, museums, and research centers. The NMC stimulates and furthers the exploration and use of new media and technologies for learning and creative expression. All content Creative Commons. More >