Learn how Catalyst consortia are scaling innovation and helping to spread new ways of learning and teaching.
"Virtual Exchange Program: Connecting, Collaborating and Constructing STEM+ Learning" by California State University, Dominguez Hills
Science and literature have too often been strangers to each other in the classroom, but in pursuit of developing more analytical teachers, The Virtual Exchange Program seeks to bring together these disparate subjects in a pre-service curriculum. Instead of just training teachers in their specific fields, California State University, Dominguez Hills and the California Academy of Mathematics and Science are dissolving the subject boundaries to foster interdisciplinary skills they believe are necessary for future leaders.
In its first phase, the Southern California schools will build a solid foundation. Course materials will be designed to creatively illuminate the similarities between STEM subjects, humanities, social science, and the arts by examining the various comprehension strategies that tie them together. The notion is that the processes of forming a hypothesis for an experiment and a literary thesis for a paper are both tapping the same creative energy.
During the second part of the project, the students will use HP Virtual Rooms to collaborate with two teacher colleges and secondary schools in India, share successful outcomes, and explore ways to bridge the achievement gap for low-income, marginalization students. Videoconferencing, webinars, interactive presentations and other means of communication will be used to mobilize students across different disciplines and countries to develop multicultural and connective teaching techniques.
"Capacity Building of STEM+ Teachers for Effective Delivery of STEM+ Disciplines for the 21st Century" by University of Nigeria, Nsukka High priority has been given to STEM Education policies the world over. Research reports indicate that students perceive some STEM concepts as abstract and difficult. STEM teachers also perceive some concepts as difficult to teach. There is a fundamental problem for both the STEM students and teachers for any meaningful progress to be made in STEM Education. STEM Education at the tertiary level has failed to equip learners with the skills required for survival in a modern knowledge economy. Employers complain that tertiary institutions are producing unemployable graduates.
The problem with STEM Education is connected with the method of delivery where content is separated from pedagogy. The Nigerian STEM Education community is going through a vicious cycle which needs to be broken for STEM Education to be improved. This can be done at the teacher preparation level, through the provision of appropriate modern technologies that can facilitate better teaching and learning, and enhance communication and collaboration among STEM teachers, practitioners and students. Due to the low collaboration among STEM specialists and STEM Educators, there is a major gap between content knowledge and pedagogic knowledge. The intention therefore is to use modern ICT facilities to attempt to bridge the gap between content and pedagogic knowledge so that STEM students and Faculty will acquire needed pedagogic content knowledge.
"Business Math @ Conestoga Project - Math is Everyone's Business" by Conestoga College Institute of Technology and Advanced Learning In order for students to be engaged in their learning, they need to feel that what they are learning will be useful to them in their careers. The intent of this project is to use technology to create an engaging and collaborative environment for the students and relate their learning experience to real business applications through Conestoga's Centre for Entrepreneurship. The first phase of this project involves the development of a Business Math Lab, which will include 45 HP Tablet computers, an Interactive white board, and use of online learning tools, e-texts, videos, an online learning community and collaboration software.
During the second phase of the project, we will add more business math classes in the lab. In addition, Mini-Lab of ten tablet computers will be created in the Centre for Entrepreneurship. Hands on workshops in topics such as budgeting and business plans as well as Math tutorials to help struggling students will be offered. Classroom teaching will involve interaction with business professionals such as entrepreneurs and financial services professionals through our partnerships with the banks. These interactions will provide a meaningful context for learning math with input from these professionals who work with math in their everyday lives.
"Enhancing STEM Education through University Based Entrepreneurial Training" by St. Petersburg State University of Information Technologies, Mechanics and Optics
The main idea of the project is developing higher entrepreneurial education through business incubation, embedded into university STEM programs. The aim is to create new businesses whilst students are still studying, thus making business development put of their education. In practice it means that MA students in addition to regular classes and seminars will have the opportunity to acquire new knowledge and skills to nurture their own business projects during the period of studies. At that time MA students will receive from the university the services and support usually associated with business-incubators and techno-parks in exchange for their commitment to start businesses by/near their graduation.
The main project activities are: development of the practicum syllabus within the MA STEM programs to support the development of student projects using capacities of HP Center in SPbSU ITMO, training students in concrete techniques and methods of entrepreneurship and providing the opportunities to apply knowledge in practice using HP equipment; organizing of the trainings for 400 MA students based on practicum syllabus and HP equipment; evaluation of the students projects by business professionals and technology experts; and dissemination of the project results and assuring its sustainability.
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 >