UMI-Sci-Ed Project: The experience in Norwegian schools

Presentasjon om: "UMI-Sci-Ed Project: The experience in Norwegian schools"— Utskrift av presentasjonen:

1 UMI-Sci-Ed Project: The experience in Norwegian schools
Fufen Jin - Anne Margrethe Bosch Monica Divitini -

2 Agenda The UMI-Sci-Ed project: Programming in secondary schools in an European perspective Educational scenarios: An example Some results from Norwegian schools Reflections on the experience Fufen We present ourselves - need 2 microphones Then we present : who is Excited

3 What is UMI-Sci-Ed? UMI-Sci-Ed: Exploring Ubiquitous computing, Mobile computing and Internet-of-things to promote Science Education UMI: Ubiquitous computing, Mobile computing and Internet-of-things A European project involving 5 countries across Europe: Norway, Finland, Italy, Greece, Ireland Aim: enhance the attractiveness and inclusiveness of science education and careers for young people through the use of the latest technologies. Fufen Also: Why is it important

4 Mission Empower young students (13-16 years in age) to:
Think creatively Apply new knowledge in an effective way Become competitive in a highly demanding working environment Create Communities of Practice to support education Fufen

5 Overview of studies 5 classes in each partner country
Overview of the 5 classes in Norway Total N=128 N boys=71 N girls=47 N unknown gender=10 Mean age=15 years Fufen adds the slides into the PP

6 Agenda The UMI-Sci-Ed project: Programming in secondary schools in an European perspective Educational scenarios: An example Some results from Norwegian schools Reflection on the experience Anne

7 What we provide…. A platform for supporting activities in schools and cooperation - Community of Practice (CoP) Educational scenarios The UDOO educational toolkits Anne Så hva er det vi kan tilby til de klassene som deltar? En plattform som er tilrettelagt for tett samarbeid mellom deltakere Community of practice Lærere, elever og oss i prosjektet er logget på samme sted Beskrivelse av ulike scenario som brukes Tilgang på forskningsresultater Generelt mye læringsmateriale og ressurser tilgjengelig Scenario: Resirkulering Toolkits / verktøykasse Innhold: UDOO kretskort - liten datamaskin med operativsystem. Kan koble til mus, tastatur, skjerm Sensorer Ledninger til å koble alt sammen, etc.

8 Technical toolkit Anne

9 4-5 hours activity (hver fase) that can be organized in a varying number of class hours
Fase 1: design of IoT solutions for societal challenges (smart cities) (løse samfunnsproblemer) What we are doing now: Improving the introduction to IoT, less difficult language, more info well suited to the students age Fase 2: Building easy circuits with the UDOO boards and different sensors Fase 3: Building a recycling bin that uses a ultra-sound sensor to detect when it is full and it signals it (with a red light and with sharing data to the cloud)

10 Video from the activity
Anne

11 4-5 hours activity (hver fase) that can be organized in a varying number of class hours
Fase 1: design of IoT solutions for societal challenges (smart cities) (løse samfunnsproblemer) What we are doing now: Improving the introduction to IoT, less difficult language, more info well suited to the students age Fase 2: Building easy circuits with the UDOO boards and different sensors Fase 3: Building a recycling bin that uses a ultra-sound sensor to detect when it is full and it signals it (with a red light and with sharing data to the cloud). man ser selv hvor mye man vil gjøre ut av det

12 Easy entry point, less “scaring”
connected to societal challenges (technology in context) Develop ownership of ideas Introduction to microprocessors and sensors Group activity Hand-on tutorial Project - oriented activity Students have the possibility to be more creative (within the limited time frame that they have Hvorfor gjør vi aktivitetene med UMI? Fase 1: Idéfase - ikke hands on med teknologien. Senke terskelen, mindre skremmende å hoppe i det. Egne idéer - eierskap. Muligheter for å inkludere/adressere samfunnsproblemer. Fase 2: Har pirret nysgjerrigheten, hvordan realiserer vi idéene. Gruppene finner ut av det sammen, og med tett oppfølging *to do list* Fase 3: Får bruke teknologien til å gjøre noe nyttig, får se hvordan det faktisk kan brukes. Ferdigstilt produkt. Bruke kreativiteten Product design, you have to make decisions on how to reach the goal, additional functionality (yellow light) Not *to do list*

13 Agenda The UMI-Sci-Ed project: Programming in secondary schools in an European perspective Educational scenarios: An example Some results from Norwegian schools Reflection on the experience

14 Do UMI activities provide satisfaction, enjoyment, a good performance, and give a sense that it is useful to students?

15 High satisfaction rate does not translate to high intention rate
Students’ respons to satisfaction Students’ respons to intention

16 Usefulness is a critical factor for intention

17 Gender differences in learning experiences

18 Gender difference in learning experience with UDOO

19 Do UMI activities increase students’ career awareness?
Fufen Also add another slide on enjoyment

20 Agenda Who we are The UMI-Sci-Ed project: Programming in secondary schools in an European perspective Educational scenarios: An example Some results from Norwegian schools Reflection on the experience Anne

21 Some lessons learned (1)
UMI as an effective way to engage students ...but requires close follow up from the teachers Cooperation with external actors is important - invite people into your class but remember that your role as a teacher remains critical Students might play an important role in helping others to learn - give them a chance Varied activities are important to trigger participations how and when to push students out of their “comfort zone” Hva har vi lært av prosjektet? UMI er effektivt - det engasjerer Praktiske oppgaver Mange spørsmål - det må være noen der som kan svare , og fasilitere arbeidet Opplegget er fleksibelt, og lett å tilpasse ulike klasser Øktlengde, timetall - hvor omfattende Omrokkere rekkefølgen på de tre fasene, elektronikklinje på VGS hensiktsmessig fase 2 først Hvor stor frihet vi gir i idéfasen, hvor mye kode de har tilgang til Ekstraoppgaver UDOO board - mange muligheter, arduino med et operativsystem - komplisert for elevene å løse problemer selv. Fungerer ikke med chromebook Mulig å benytte andre kretskort for å treffe målgruppen, bedre effekt når kortet er tilpasset Micro:Bit, ren arduino uten operativsystem

22 Some lessons learned (2)
The gender gap Girls are a minority in ICT-oriented classes It is important to motivate them early Stereotypes seem to be strong and tend to push back girls during programming activities active scaffolding by the teacher Ikke så viktig slide Dere har snakket om kjønnsforskjeller før - nevner det nå Valgfag ICT - teknologiklasser motivere tidligere Stereotyper - jenter mer aktive i idéfasen, gutter tar over i den praktiske biten (dette er den tendens)

23 Some lessons learned (3)
Low floor, high ceiling activities not easy to design and to implement Anne Aktivitetene er designet til å være low floor high ceiling Vi snakker om fase 3 hvor man må finne ut av ting selv med designet Som vi har snakket om, må elevene selv finne ut i fase 3 hvordan de vil sette sammen komponentene på bøtta. Fungerer det? vs. hva er beste mulige design, praktisk og estetisk sett. Legge til funksjonalitet som et gult lys ved halvfull bøtte eller LED-matrise Det er ikke alltid

24 Interested in cooperating with NTNU?
Why you should get involved? Get access to innovative teaching scenarios Share your experience with an international community Get help Contact: Prof. Monica Divitini