HP Catalyst Showcase on Innovation: The New Learner & Measuring Learning

15 November 2011 - 9:00am - 10:00am

Join us for this free, live webinar on November 15 at 7 am Pacific / 9 am Central in our virtual room, and RSVP here.

Learn how Catalyst consortia are scaling innovation and helping to spread new ways of learning and teaching.


"Global Innovation in Science and Technology (GIST)" by Longwood University Longwood University in South Boston, Virginia understands that global collaboration in education is a powerful tool for developing high-level communication skills and inventive thinking among STEM students. The Global Innovation in Science and Technology Project (GIST) will bring around 2,000 economically challenged students from three rural school divisions in Virginia together with peers in Ghana and India to work on projects in small teams.

"Get Invested: Case Studies in Innovation" by Computer History Museum Get Invested envisions a dynamic cross cultural interface between formal and informal learning systems focusing on global challenges to inspire marginalized students' interest and achievement in engineering, math, and science. An innovative, STEM+ infused learning project, Get Invested incorporates international collaboration between educational institutions, and instructional collaboration between formal school and the technology-driven, object-based informal learning environment of the Computer History Museum (CHM). Linking students attending vocational programs and traditional school in San Jose, CA and Monterrey, Mexico, Get Invested exposes students from diverse cultures to creative STEM+ problem-solving with multi-media applications and multi-modality learning approaches.

A replicable, scalable model that meets the needs of differentiated learners, Get Invested builds 21st Century skills by providing scaffolding for strategic thinking and communication. Working in parallel, students in San Jose and Monterrey collaborate in teams to identify a global problem or need, and envision a technology-based creative solution or product through research from CHMs' vast resources. Students craft written proposals and oral presentations to compete for funding from teachers and CHM educators who role-play venture capitalists. CHMs' inclusion in The New Learner consortium will contribute valuable STEM+ education outcomes concerning knowledge, skills, and attitudes transmitted outside of school, with potentially long-lasting rewards.

"Real-Time Assessment of Standards-Based Declarative & Procedural Knowledge of Students" by Rancocas Valley Regional High School At Rancocas Valley Regional High School (RV) in Mount Holly, New Jersey, teachers care deeply about producing students who not only know the material taught in their courses, but can apply it in ways that demonstrate mastery of 21st Century critical-thinking and problem-solving skills.

They are concerned that traditional means of assessing knowledge provide little immediate or relevant feedback to most students, and so they are investigating questions like these: How can practical real-world tasks be designed and administered that effectively integrate the use of technologies into classroom assessments? Which aspects of technologies improve and/or hinder student attainment of specific declarative knowledge and procedural skills? Does the immediate feedback provided to students through technologies improve student performance with respect to targeted standards and learning outcomes regardless of other intervening factors such as gender, socioeconomic status, or learning disabilities?

Teachers are currently completing the preparation of course maps that detail content-specific Big Ideas, Essential Questions and Enduring Understandings. This project will add to that work by developing new ways to evaluate the student’s core content knowledge of biological and environmental sciences and algebra. Questions will not only demand students recall basic facts, but also employ higher-order thinking skills to interpret information contained in graphs, charts, and diagrams, and challenge students to generate original content; use models and simulations to explore concepts; collect and analyze real-time experimental data; and collaborate with other learners beyond the classroom setting to solve problems.

"Mobile grid platform for STEM subjects social learning and knowledge measurement (MoPS)" by National Research Irkutsk State Technical University When students become the teachers themselves, everyone learns. That is what Irkutsk State Technical University in Irkutsk, Russia, and the Chinese University of Geosciences in Beijing expect will happen as they explore a new education platform they call MoPS that utilizes mobile devices and social networking techniques. The essence of the idea is that students themselves will generate problems and ideas, communicate them via their mobile devices where they will then be distributed among their social networks. Peers who receive the communication will be encouraged to provide a solution, which itself will be further discussed within the community. The result is students educating other students.

Students learning STEM subjects must be privy to a wide spectrum of problems in order to acquire the diverse problem-solving skills needed to be competitive in the job market. Often, access to these problems is limited. By allowing students to generate their own problems, they become active participants in their own education.

A novel mobile-based knowledge measurement model allows any member of the community to generate a new problem, and then send it automatically to a randomly selected half of their peers. If this problem is solved by a sufficient number of students, it can be sent beyond the boundaries of the class to more extended communities. Early indications are that the approach is highly motivating, and one reason is that the collaborative environment teaches students to set up learning objectives. The responses that materialize offer tangible and immediate proof that the objectives were fulfilled.

Sparking innovation, learning and creativity.
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Identifying the impact of emerging technologies.
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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.
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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.
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