STEM Education models and innovations with Gaming
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STEM Education models and innovations with Gaming
STEM (Science Technology Education & Mathematics) K-20  education models and innovations
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GitHub Launches Education Service with Free Classroom Accounts -- Campus Technology

GitHub Launches Education Service with Free Classroom Accounts -- Campus Technology | STEM Education models and innovations with Gaming | Scoop.it
GitHub, the software development hub for collaboration and code hosting and distribution, has created a new service specifically for education.
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Tech's Diversity Problem Is Apparent as Early as High School

Tech's Diversity Problem Is Apparent as Early as High School | STEM Education models and innovations with Gaming | Scoop.it
In several states, no girls, black or Hispanic students took the Advanced Placement exam in computer science last year, illustrating the lack of diversity in the tech industry.

 

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Finally, a Drone You Can Own | TIME.com

Finally, a Drone You Can Own | TIME.com | STEM Education models and innovations with Gaming | Scoop.it
Remote-controlled aircraft hobbyists have been trying to MacGyver small digital cameras to their airborne contraptions for years. Chinese manufacturer DJI has finally come along and rendered all that tinkering unnecessary, selling what’s essentially a flying camera ready-to-go out of the box: The DJI Phantom 2 Vision.

Read more: The DJI Phantom 2 Vision Is a Drone You Can Own | TIME.com http://techland.time.com/2014/01/30/dji-phantom-vision-quadcopter-drone-review/#ixzz2s0jKayKg
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Anyone, anyone....

top ten things to do w/ a drone in your course... ?

 

Better to build one so students understand components?

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Google Chrome Launches Virtual LEGO Land | TIME.com

Google Chrome Launches Virtual LEGO Land | TIME.com | STEM Education models and innovations with Gaming | Scoop.it

Google and LEGO have launched an insidious plot, er, app that lets users play with virtual LEGO bricks in their web browsers during work hours while deadlines are rapidly approaching.

Google unveiled the productivity-sapping feature, “Build With Chrome,” on Tuesday. Users can stack, rotate and snap a variety of bricks onto a virtual pad, powered by WebGL, a 3D graphics technology for web browsers.

And suppose you’ve lost months building an impossibly elaborate choo choo train? You can publish your creation on this Google map, which is rapidly filling up with monuments to time creatively wasted.



Read more: Google Launches Virtual LEGO Land in Chrome | TIME.com http://techland.time.com/2014/01/29/google-chrome-launches-virtual-lego-land/#ixzz2ro6KuvwT
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Count down to the first numbered list of uses for Chrome Lego.  :>)

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The NSTA Learning Center

The NSTA Learning Center | STEM Education models and innovations with Gaming | Scoop.it
NSTA Virtual Conference: NGSSPractices in Action

 

Are you looking for practical strategies for integrating the Next Generation Science Standards (NGSS) into your classroom? Join NSTA for an intensive one-day virtual conference to learn how to apply the NGSSpractices with K-12 students.


Date: Saturday, March 8, 2014
Time: 10 a.m. – 6 p.m. ET
9 a.m. – 5 p.m. CT
8 a.m. – 4 p.m. MT
7 a.m. – 3 p.m. PT
Member price: $79
Nonmember price: $99
See the menu at left for the agenda and other details.


During this web-based professional learning opportunity participants will:

Explore the practices modeling, explanation and argumentation, and engineeringLearn about specific strategies by grade level and disciplineAsk questions of NGSS expertsEngage in dialogue with science educators from across the country

Hone your understanding of NGSS and discover methods to use in your classroom right away during this can't-miss opportunity. Register today!

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Not FREE.

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Bonnie Bracey Sutton's curator insight, February 4, 2014 7:04 AM

During this web-based professional learning opportunity participants will:

Explore the practices modeling, explanation and argumentation, and engineeringLearn about specific strategies by grade level and disciplineAsk questions of NGSS expertsEngage in dialogue with science educators from across the country
Bonnie Bracey Sutton's comment, February 4, 2014 7:04 AM
During this web-based professional learning opportunity participants will:<br>Explore the practices modeling, explanation and argumentation, and engineering<br>Learn about specific strategies by grade level and discipline<br>Ask questions of NGSS experts<br>Engage in dialogue with science educators from across the country..doesn't have to be free.. it will be a winner.
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How to Tap Into Kids’ Creative Confidence

How to Tap Into Kids’ Creative Confidence | STEM Education models and innovations with Gaming | Scoop.it
OpenIDEO "How might be inspire young people to cultivate their creative confidence?" That was the challenge posed by OpenIDEO several months ago:

Via Beth Dichter
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Kirsten Macaulay's curator insight, January 28, 2014 5:32 AM

Great visual of inspiring creative confidence.

Audrey's curator insight, January 28, 2014 5:21 PM

Excellent ways to encourage learning and all of this can be accomplished from home, curated by Audrey for www.homeschoolsource.co.uk

Ruby Day's curator insight, February 14, 2014 4:05 PM

want to try this with my class, thanks for sharing :)

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Tech's Gender and Race Gap Starts in High School

Tech's Gender and Race Gap Starts in High School | STEM Education models and innovations with Gaming | Scoop.it
A look at who takes the Advanced Placement computer science exam—and who doesn't
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50 Resources to Use Animation as a Teaching Tool

50 Resources to Use Animation as a Teaching Tool | STEM Education models and innovations with Gaming | Scoop.it

Via Beth Dichter
Gordon Dahlby's insight:

Would like to see the list pruned to those software programs and applications in an age-appropriate list for students to use to represent/explore their own learning.  Animation makers, not consumers.

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carldowse's curator insight, January 17, 2014 4:39 AM

It's useful that two different approaches and types of resource are offered here - definitely worth exploring as animation appeals to most learners - busy executives included!

Louise Robinson-Lay's curator insight, January 17, 2014 5:23 AM

Create your own animations for your classes using these tools.

Tonya D Harris's curator insight, January 27, 2014 5:49 PM

List of recommended resources to" purchase" for amination teaching tools under $50 and some are free. Good source for ideas you can use. 

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nsf.gov - National Science Foundation (NSF) News - There's more to biofuel production than yield - US National Science Foundation (NSF)

nsf.gov - National Science Foundation (NSF) News - There's more to biofuel production than yield - US National Science Foundation (NSF) | STEM Education models and innovations with Gaming | Scoop.it

January 13, 2014

When it comes to biofuels, corn leads the all-important category of biomass yield. However, focusing solely on yield comes at a high price, scientists say.

In this week's issue of the journal Proceedings of the National Academy of Sciences (PNAS), the researchers show that looking at the big picture allows other biofuel crops, such as native perennial grasses, to score higher as viable alternatives.

"We believe our findings have major implications for bioenergy research and policy," said Doug Landis, a biologist at Michigan State University (MSU) and one of the paper's lead authors.

"Biomass yield is obviously a key goal, but it appears to come at the expense of many other environmental benefits that society may desire from rural landscapes."

Landis and a team of researchers from the Great Lakes Bioenergy Research Center and the National Science Foundation (NSF) Kellogg Biological Station Long-Term Ecological Research (LTER) site compared three potential biofuel crops: corn, switchgrass and mixes of native prairie grasses and flowering plants.

Kellogg Biological Station is one of 26 such NSF LTER sites in ecosystems from grasslands to coral reefs, deserts to mountains around the world.

"Sustainability, food security, biodiversity, biofuel production--all are important to an increasing human population," says Saran Twombly, program director in NSF's Division of Environmental Biology, which funded the research through the LTER Program. "This is a superb example of how fundamental ecological research can assist human well-being."

The scientists measured the diversity of plants, pests and beneficial insects, birds and microbes that consume methane, a greenhouse gas that contributes to climate change. 

 

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Sensitive topic in my state..somewhat self-serving narative.

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Chicago Public Schools Expands Access to Computer Science | LFA: Join The Conversation - Public School Insights

Chicago Public Schools Expands Access to Computer Science | LFA: Join The Conversation - Public School Insights | STEM Education models and innovations with Gaming | Scoop.it

It’s difficult to imagine life without computers and technology in general - some days my eyes hurt from staring at screens too much. But computer science is much more in-depth than the basic Internet navigation and word processing skills many of us use in our professional lives. Coding, for example, is an important skill for students to master as we move towards the middle of this century in our electronic age, and can develop habits of mind that students can put to use in future STEM professions. Students who learn to code at a young age establish a strong foundation for more advanced classes in high school, better enabling them to pursue degrees in engineering and other technical professions in their post-secondary education.

Computer science is frequently offered as an elective in schools and districts across the country, but the US has a projected one million computing jobs that will be unfilled by 2020. That’s why Chicago Public Schools (CPS) announced last month that computer science will be considered core curriculum in all public high schools and will be offered at all elementary schools. Within five years, the district intends to be the first urban district to offer K-8 computer courses. This forward-thinking initiative requires a significant commitment of resources. The district has established a partnership with code.org to provide the new computer curriculum and professional development for staff at no cost. CPS will be a district to watch over the coming years as they phase in this work and elevate the stature of computer science courses.

CPS will have challenges to overcome. As the Chicago Teachers Union (CTU) rightfully points out, there is a significant resource problem. And, many questions remain unanswered. Will there be a pilot program? How will the district adjust the budget? How will they build the capacity of educators to implement? The decisions made will provide a better understanding of what it takes to bring more advanced computing opportunities to more children. The lessons in implementation promise to be informative and the process will be as important as the result in its instructiveness for other urban districts.  

From an opportunity perspective, there’s one additional narrative to this effort; it’s a social justice frame articulated by the civil rights activist, environmental advocate and former Presidential advisor, Van Jones. Jones recently launched an initiative through his organizationRebuild the Dream called #yeswecode with the goal of teaching 100,000 low-opportunity youth to code. It was developed in response to the shooting of Trevyon Martin, to answer the question of, where are all the young black Mark Zuckerbergs? Why, when we see a black youth in a hoodie, do we often think of the word ‘thug’? There is a need for more young people of color in STEM fields and for them to have access to skills that will help them succeed and lead.

While Van Jones is working to expand access to coding in the nonprofit model, the school environment also offers an opportunity for more young people to become leaders in the technology, programming and engineering world, to be prepared to tackle the unknowns in the future. Offering access to key skills that are highly valued in the business world may foster upward mobility for youth that otherwise frequently struggle to transition to a career path. Preparing students for the 21st century requires thinking ahead to what the demands of the future might be. CPS is to be congratulated for this initiative and as they move to scale, the next five years will be instructive for us all.

Image by Almonroth (Own work) [CC-BY-SA-3.0], via Wikimedia Commons

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Vernier Software & Technology Announces Wireless Sensors for Science and STEM Education - The Sacramento Bee

Building upon its award-winning collection of data-collection technologies for STEM education, Vernier Software & Technology is changing the way students collect scientific data during classroom investigations with the launch of two new wireless sensor families: Go WirelessTM sensors and NODE+ wireless sensors. Go Wireless Temp, the first in a family of wireless sensors designed and engineered by Vernier, collects temperature data when used with an iOS device. Vernier will also carry NODE+ wireless sensors, which are compatible with Graphical AnalysisTM for iPad® and a collection of iOS and AndroidTM apps from Variable, Inc.

"Years ago, we could only dream of sensor technology that was both wireless and affordable for education," said David Vernier, co-founder of Vernier and a former physics teacher. "Today, advances in technology have made it possible for our engineers to design Go Wireless Temp, a temperature sensor that communicates with devices such as iPad, iPod touch®, or Vernier LabQuest® 2."

Go Wireless Temp is a rugged, stainless-steel temperature sensor. Its durability, temperature range and wireless capability make it ideal for a variety of classroom experiments using iOS devices. The new sensor allows students to explore temperature in the environment and in systems such as fish tanks, greenhouses, thermal mugs, or heating and cooling devices.

Go Wireless Temp is supported by a free iOS app. With a quick setup, this simple app allows students to view and record temperature readings. The sensor is also compatible with Graphical Analysis for iPad, which is currently available for purchase on the App Store. Using this app, students can save data, perform curve fits, annotate graphs, perform statistical calculations and export data for further analysis.

Vernier has also partnered with Variable, Inc., to offer NODE+ wireless sensors. Educators can use NODE+ with Graphical Analysis for iPad and a variety of apps from Variable, Inc.  These innovative, wireless sensors allow students to explore concepts in topics such as Earth science, environmental science and physical science using mobile devices. Sensor modules for temperature, light, relative humidity, and more are available from Vernier.

To learn more about Go Wireless Temp and NODE+ wireless sensors, visit www.vernier.com.  

About Vernier Software & Technology Vernier Software & Technology has been a leading innovator of scientific data-collection technology for 33 years. Focused on science, technology, engineering, and mathematics (STEM), Vernier is dedicated to developing creative ways to teach and learn using hands-on science. Vernier is a U.S.-based company, with offices in Europe and Asia and dealers servicing more than 130 countries, that creates easy-to-use and affordable science interfaces, sensors, and graphing/analysis software. Vernier products are used by educators and students from elementary school to university. Vernier's technology-based solutions enhance STEM education, increase learning, build students' critical thinking skills, and support the science and engineering practices detailed in the Next Generation Science Standards (NGSS). Vernier's business culture is grounded in Earth-friendly policies and practices, and the company provides a family-friendly workplace. For more information, visit www.vernier.com.

SOURCE Vernier Software & Technology

• Read more articles by Vernier Software & Technology


Read more here: http://www.sacbee.com/2014/01/07/6052933/vernier-software-technology-announces.html#storylink=cpy

 

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BBC News - An animated journey through the Earth's climate history

BBC News - An animated journey through the Earth's climate history | STEM Education models and innovations with Gaming | Scoop.it
How did the Earth's climate arrive at its current state and how do scientists delve into the secrets of our planet's past?

Via Beth Dichter
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Beth Dichter's curator insight, January 10, 2014 10:35 PM

Thanks to Richard Byrne for sharing this website. This film provides a look at climate change over the last 800,000 years in 2.5 minutes! The movie has graphs, images and narration and there is a text version that you may access that provides information on the sources. If your class is looking into climate change this is a great resource to use.

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Project-Based Learning vs. Problem-Based Learning vs. X-BL

Project-Based Learning vs. Problem-Based Learning vs. X-BL | STEM Education models and innovations with Gaming | Scoop.it

At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years:

Case-based learningChallenge-based learningCommunity-based learningDesign-based learningGame-based learningInquiry-based learningLand-based learningPassion-based learningPlace-based learningProblem-based learningProficiency-based learningService-based learningStudio-based learningTeam-based learningWork-based learning. . . and our new fave . . .Zombie-based learning (look it up!)Let's Try to Sort This Out

The term "project learning" derives from the work of John Dewey and dates back to William Kilpatrick, who first used the term in 1918. At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of:

Designing and/or creating a tangible product, performance or eventSolving a real-world problem (may be simulated or fully authentic)Investigating a topic or issue to develop an answer to an open-ended question

So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept. They feature, to varying degrees, all of BIE's 8 Essential Elements of PBL, although each has its own distinct flavor. (And by the way, each of these three, along with project-based learning, falls under the general category of inquiry-based learning -- which also includes research papers, scientific investigations, Socratic Seminars or other text-based discussions, etc. The other X-BLs might involve some inquiry, too, but now we're getting into the weeds . . .)

Other X-BLs are so named because they use a specific context for learning, such as a particular place or type of activity. They may contain projects within them, or have some of the 8 Essential Elements, but not necessarily. For example, within a community- or service-based learning experience, students may plan and conduct a project that improves their local community or helps the people in it, but they may also do other activities that are not part of a project. Conversely, students may learn content and skills via a game-based or work-based program that does not involve anything like what we would call a PBL-style project.

Problem-Based Learning vs. Project-Based Learning

Because they have the same acronym, we get a lot of questions about the similarities and differences between the two PBLs. We even had questions ourselves -- some years ago we created units for high school economics and government that we called "problem-based." But we later changed the name to "Project-Based Economics" and "Project-Based Government" to eliminate confusion about which PBL it was.

We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem." But problem-BL does have its own history and set of typically-followed procedures, which are more formally observed than in other types of projects. The use of case studies and simulations as "problems" dates back to medical schools in the 1960s, and problem-BL is still more often seen in the post-secondary world than in K-12, where project-BL is more common.

Problem-based learning typically follow prescribed steps:

Presentation of an "ill-structured" (open-ended, "messy") problemProblem definition or formulation (the problem statement)Generation of a "knowledge inventory" (a list of "what we know about the problem" and "what we need to know")Generation of possible solutionsFormulation of learning issues for self-directed and coached learningSharing of findings and solutions

If you're a project-BL teacher, this probably looks pretty familiar, even though the process goes by different names. Other than the framing and the more formalized steps in problem-BL, there's really not much conceptual difference between the two PBLs -- it’s more a question of style and scope:

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I would have reversed the venn nature.  Problem-based is the superset...i.e. Problem to be solved.  Project is the subset.

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Victoria Brandon's curator insight, January 18, 2014 4:48 PM

Project Based Learning allows students to learn how to become problem solvers. 

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Cisco to launch $100M fund for the internet of things

Cisco to launch $100M fund for the internet of things | STEM Education models and innovations with Gaming | Scoop.it
Cisco reported financial results Wednesday and while the company saw a drop in both revenue and profits, the company is investing in the internet of things. Cisco said it has allocated $100 million to invest in early stage companies to help it move the connected world forward. The company has already said it expects the…
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ASCD Express 9.09 - Generation STEM

ASCD Express 9.09 - Generation STEM | STEM Education models and innovations with Gaming | Scoop.it

The arts, new roles for teachers, and innovative approaches to design and engineering lead our exploration of STEM education in this issue. Find out how the Next Generation Science Standards and the Maker Movement are infusing real-world application and creative engagement into the sciences.

 

Inquiry-Based Instruction Explores, Then Explains

ASCD author Jeff Marshall advocates for flipping the typical explain-explore model for instruction and then provides a sample science lesson where students have the opportunity to explore elements of the lunar phases before this scientific phenomena are explained.

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The Four Cs of Next Generation Engineering Standards

The Next Generation Science Standards in general and the engineering standards in particular promote collaboration, critical thinking, creativity, and communication.

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The Art of Thinking Like a Scientist

The arts encourage observation, visualization, and perseverance in a design process—or, why STEM should really be STEAM.

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How Technology Enhances Creativity

How Technology Enhances Creativity | STEM Education models and innovations with Gaming | Scoop.it

The truth is that by expanding possibilities and automating part of the creative process, we can all be more creative and productive. In a virtual world of infinite abundance, only creativity could ever be in short supply.---------------

 

I recently wrote a post about how marketers will need to learn to rely less on judgment and intuition in the era of big data.  It’s a controversial subject, especially since many marketers pride themselves, in fact have built their careers, on having a reputation for instinct.

So I expected a certain amount of pushback, but instead many people seemed to think that I was arguing that technology was diminishing the need for creativity in marketing.  This is clearly not the case.  So let me set the record straight.

Technology does not quell creativity, in fact, there’s a great deal of evidence that suggests that technology enhances creativity.  Certainly, we are expected to be more creative in our working lives than a generation ago.  The truth is that by expanding possibilities and automating part of the creative process, we can all be more creative and productive.

Defining The Creative Process

While many like to think of creativity as a mysterious process, researchers generally agree that there are clear principles at work, such as a lucid formulation of the problem, knowledge and practice in a particular field, crossing domains and persistence.

 

 

1. Forming intent: Every creative act starts with a purpose.  Whether it is a marketer trying to solve for a particular business objective, a designer working with a specific brief or an artist looking to express a distinct idea or emotion.  It is through forming intent that we create the constraints under which creativity thrives.

The process of forming intent is inherently human. There are some things that machines will never do: they will never strike out at a little league game, fall in love, have their heart broken or raise a family.  It is out of human experience that our wants and desires arise.

2. Searching The Domain:  All great artists—or for that matter, anybody who is good at anything—are students of their craft.  By thoroughly examining their domain, they become aware of a variety of techniques, alternative approaches and different philosophies.  The larger the creative toolbox, the greater the possibility for creative excellence.

One particularly famous and well studied example of the benefits of searching the domain is Picasso’s encounter with African art that led him to pioneercubism and marked a turning point in his career. His later work, combining aspects of both European and African style, set a new course for the art world.

3. Tangling Hierarchies: Truly revolutionary creative acts come from synthesizing across domains, as Picasso did with African and European art or Darwin did by combining insights from economics, geology and biology to come up with his theory of natural selection.

The idea of combination comes up prominently in research into the psychology of creativity, such as Mihaly Csikszentmihalyi’s discussion ofcreative flow and Douglas Hofstadter’s concept of strange loops.  Innovation is largely the art of combination.

Technology Eradicates Barriers To Creative Excellence

Luck and chance have always played a role in creativity.  What if Picasso had not wandered into that African art exhibition or Darwin not taken the voyage on The Beagle?  These happy accidents are interesting and exciting, but luck is not a strategy.  In fact, history is full of examples of missed opportunities because of deficiencies of information.

Darwin’s theory remained incomplete for half a century, because he was not able to specify a mechanism by which traits were inherited. Ironically, his contemporary, Gregor Mendel, had discovered the principles of genetics shortly after Darwin published his famous work, but they remained completely unaware of each other for their entire lifetimes.

Clearly, technology has transformed human experience.  We are no longer separated by time and space, but are largely working off of the same massive database.  The sum total of human knowledge is merely a few clicks away. Domains are no longer hidden behind barriers of circumstance or tradition, but are accessible to anyone with a search engine.

And it is not just information that has become accessible, but personal contact. Whether through social media or web video conferences or MOOC’s, it’s far easier to people to meet and collaborate than ever before in human history. Searching the domain is no longer a matter of chance.  Technology and automation have streamlined the process.

Mixing And Remixing

There is a fundamental difference between knowledge and information. Knowledge is personal.  I might know how to play the piano or how to get to the store, but transferring that knowledge to another is a cumbersome affair. It’s difficult to explain things exactly as we experience them and the person on the other side won’t take it all in with perfect fidelity.

Information, on the other hand, is a storable, fungible entity.  We can store and transfer it with any level of accuracy we choose, which makes it easy to combine with other information.  In fact, it’s become so easy to combine ideas through information that we’ve come to think of mashups as banal and trite.

That’s because combining ideas no longer takes any particular skill.  Like searching domains, the process has become so completely automated that it ceases to be associated with personal expression.  Devoid of toil and labor, it requires negligible specific intent.

Simulating Failure

The ugly truth is that most creative acts are failures, which is why, as Robert Weisberg points out in his book Creativity, outstanding creative work is tightly linked to prolific output.  The more work we produce, the more great work we produce.  The problem is that it’s often hard to separate the good from the bad.

Malcolm Gladwell illustrated in David and Goliath how this can create serious difficulties.  Even geniuses like Monet and Renoir found it difficult to stand out when they only had one or two paintings among the thousands at Paris’s famous Salon exhibition and only gained traction when they created their own show where they could display more works.

Clearly, failure in the analog world was expensive, tiresome and frustrating. But in the digital world, we can simulate failure cheaply and easily.  From CAD software to 3D printers, A/B testing to agent based models, technology lets usexperiment in the world of bits before we invest resources in the world of atoms.

And that’s how technology enhances creativity, it drastically reduces the cost of actualizing our intent.  We can search domains, mix and match ideas and test concepts almost effortlessly.  That means we can try out a lot more possibilities and increase the chances of producing something truly outstanding.

The Rise of the Creative Class

Probably the strongest sign that technology enhances creativity is that, asRichard Florida argues in The Rise Of The Creative Class, creativity is becoming an intrinsic part of working life.  The man in the gray flannel suit has been replaced by the hipster with spiky hair and tattoos.

As we become a more technological society, we also become a more creative society, because many of the rote tasks that used to take up a lot of our time and effort have become automated.  What’s more, technology increases our potential to engage in the types of experiences that lead to greater creativity.

Certainly today, exposure to African art is not rare or difficult to obtain.  A modern day Darwin wouldn’t need to embark on a five year voyage to inspect the finches of the Galapagos, an internet connection or a plane ticket would do.  He could also model his suspicions by computer, shortening the gap between hypothesis and theory.

The fact that everyone has access to a wealth and diversity of ideas and the means to actualize intent means that we all can be more creative.  As Jaron Lanier put it, “in a virtual world of infinite abundance, only creativity could ever be in short supply.”

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Bonnie Bracey Sutton's curator insight, February 4, 2014 7:01 AM

Technology cn give wings to thoughts.

Bailey White's curator insight, February 4, 2014 8:53 AM

Interesting to see leaders 

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Vernier Launches Graphical Analysis for Android

New app expands the type of mobile devices students can use to analyze scientific data

BEAVERTON, Ore., Jan. 21, 2014 /PRNewswire-USNewswire/ -- Vernier Software & Technology is broadening the opportunities for data collection in STEM classrooms with the release of Graphical Analysis™ for Android. Launching at the Bett Show 2014 in London, the app allows students to wirelessly stream data from Vernier's LabQuest 2 and from Logger Pro to an Android device and then analyze scientific data.

"The launch of Graphical Analysis for Android helps meet the growing demand for data analysis on Android devices designed for the classroom," said David Vernier, co-founder of Vernier and a former physics teacher. "Increasingly, teachers in the U.S.,Europe, and Asia are asking for data analysis that supports Android devices. Our goal is to support science teachers on the range of devices they are using for hands-on science instruction."

Students can use Graphical Analysis for Android with existing Vernier sensors to simultaneously collect and graph data from multiple sensors. Additionally, students can graph manually entered data, and access the same analysis and annotation features used for sensor-based data collection.

Graphical Analysis for Android's touch interface is designed specifically for Android tablets and provides a fluid, intuitive learning experience as individual students create and share data analysis. The app enables students to annotate the data, perform curve fits, and make statistical calculations to build evidence of scientific understanding. Graphical Analysis for Android also automatically saves data and annotations within the app so students can view and analyze data after class or at home.

Graphical Analysis for Android will be available via Google Play this spring, and a time-limited, free preview is now available.

About Vernier Software & Technology
Vernier Software & Technology has been a leading innovator of scientific data-collection technology for 33 years. Focused on science, technology, engineering, and mathematics (STEM), Vernier is dedicated to developing creative ways to teach and learn using hands-on science. Vernier is a U.S.-based company, with offices in Europe and Asia and dealers servicing more than 130 countries. Vernier creates easy-to-use and affordable science interfaces, sensors, and graphing/analysis software that are used by educators and students from elementary school to university. Vernier's technology-based solutions enhance STEM education, increase learning, build students' critical thinking skills, and support the science and engineering practices detailed in the Next Generation Science Standards (NGSS). Vernier's business culture is grounded in Earth-friendly policies and practices, and the company provides a family-friendly workplace. For more information, visit www.vernier.com.

SOURCE Vernier Software & Technology

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Digitally Interfaced Book: Paper, Graphite, Makey Makey, Scratch & Imaginatio - Digital Is

Digitally Interfaced Book: Paper, Graphite, Makey Makey, Scratch & Imaginatio - Digital Is | STEM Education models and innovations with Gaming | Scoop.it

As a professional artist, deepening the ways in which seemingly disparate objects and processes are interconnected through locating, and mapping their intersections has been one of the main elements of my studio practice. The Fab Lab tools and working processes create an environment that is well suited to investigating those types of intersections.

In an effort to integrate Fab Lab tools centered on craft, and studio-based processes into the classroom, I have been working to implement a Mobile MakerCart at a project-based K-8 charter school. In addition to introducing craft-based physical computing projects to the children, a guiding principle behind the MakerCart is to give teachers the opportunity to develop familiarity with the MakerCart’s tools and processes in order to be able to envision the ways in which they might be able to develop their own curriculum for use in the classroom.

The cart, housing a laser cutter, 3D printer, sign cutter, sewing machine, and various circuit building components and tools, is a flexible platform designed to circumvent the school’s space issues, move the tools freely within the school, and also to fulfill one of the school’s missions of moving out and interacting with the broader community.

The initial project run through the cart was a DIY Sound Studio where the children learned the basic physics of sound, and learned to craft their own sound scapes. The project started with making lo-tech record players out of needles, solo cups, and chopsticks (Figure 1), and moved to crafting their own soundscapes in Audacity and Garage Band, and playing them with Scratch/MakeyMakey based instruments through speakers they made themselves (Figure 2). These projects are designed to be iterative and carried through into other projects to deepen and enrich the children’s processes of making, and the objects themselves.

- See more at: http://digitalis.nwp.org/resource/4885#sthash.dML36sUC.dpuf

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Corvallis superintendent clarifies future of iPad rollout

Corvallis superintendent clarifies future of iPad rollout | STEM Education models and innovations with Gaming | Scoop.it

The superintendent of the Corvallis School District says its one-to-one iPad program will not expand to every student in Corvallis in the 2014-15 school year, as previously was planned.

Superintendent Erin Prince told the Gazette-Times that the district is evaluating the next steps for its 1:World technology plan, which has a goal of providing every district student with an iPad for use at school and at home.

An article on page A3 in Friday’s paper incorrectly paraphrased Prince as saying the district would continue with its plan to provide every student with an iPad by the next school year.

Prince said the district is planning to collect information from staff and the community about how to proceed with the program. She said that feedback will be used to make recommendations to the school board.

“We know that (the iPads) will not be district wide,” she said.

Prince said options for the program include maintaining it at its current level. This year, both the district’s middle schools, an elementary school and select programs within other Corvallis schools are using the iPads, which can be taken home by students in third grade and above with parent permission. She also said the program could be expanded to select grades or schools.

“We have decided to not go to full implementation in 2014-15 since we want to continue to build capacity with our infrastructure and professional development with staff and parents,” she said.

To read Friday’s  (1/10/14) article on the program, see: http://bit.ly/19XnCOh.

Gordon Dahlby's insight:

1:World is great labeling.

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5 Ways to Make Your Classroom Student-Centered

5 Ways to Make Your Classroom Student-Centered | STEM Education models and innovations with Gaming | Scoop.it
Teachers looking to build on student interests and increase engagement should work on developing these five "teacher strengths," says educator Marcia Powell.
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Science Expedition Shares Deep Sea Vents with Students -- THE Journal

By Dian Schaffhauser01/08/14

Scientists and others are going into the deep-sea vents, and they're hoping to bring students along for the ride. Dive and Discover, a Web site that provides research resources related to ocean exploration, has just begun its 15th expedition, this one exploring hydrothermal vents in the Pacific Ocean.

The 14-day journey takes place in the East Pacific Rise, an ocean ridge about 600 miles south of Manzanillo, Mexico. There, the goal is to study single-celled organisms — bacteria and archaea — which in turn support the food needs of shrimp and clams. Because of where they exist, these organisms don't get energy through sunlight; they survive through a process called "chemosynthesis," in which they convert into energy the inorganic chemicals and minerals produced by hydrothermal vent fluids that bubble up from under the ocean floor.

The explorers are aboard a research vessel called the Atlantis, from which pilots remotely control an underwater vessel named Jason. During the expedition, which runs until January 22, the work of scientists, ship crew members, and engineers is being captured in video, photographs and daily written updates that are posted to the Dive and Discover site.

The research team will also use devices that can "suck in" microbes and fluids and maintain them at deep-sea pressure to bring them up to the surface. That will allow scientists to perform experiments on the ship, such as analysis of the DNA, RNA and proteins of the microbes.

"We'll be able to look at the genes of an individual microbe. And if you know how small a microbe is, that's quite a difficult task," said marine chemist Jeff Seewald, a co-principal investigator of the expedition. "Technology now exists that we can look at the genetic material in individual cells, see who is there, and possibly what they're doing on the seafloor."

Teachers and students are invited to share the classroom activities they develop around the exploration. The site also provides explanations of ocean phenomenon related to the work, interactive illustrations to illuminate deep-sea features and animals, and a "Mail Buoy" that lets students communicate by email with the scientists at sea.

According to expedition sponsor The Woods Hole Oceanographic Institution, the work being shared on Expedition 15 fits into multiple parts of the Next Generation Science Standards for grades five through high school. For example, students studying the physical sciences can learn about chemical reactions (PS1B) and energy and chemical processes in everyday life (PS3D). Those studying earth and space sciences can learn about the history of the planet (ESS1C) and biogeology (ESS2E).

The program is being funded by the National Science Foundation.

About the Author

Dian Schaffhauser is a writer who covers technology and business for a number of publications. Contact her at dian@dischaffhauser.com.


Read more at http://thejournal.com/articles/2014/01/08/science-expedition-shares-deep-sea-vents-with-students.aspx#rs5mIekRXuQFMx6g.99

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U.S. Department of Education and Cleveland Metropolitan School District Reach Agreement to Provide Equal Access to STEM Programs for Limited English Proficient (LEP) and Latino Students | U.S. Depa...

The U.S. Department of Education's Office for Civil Rights (OCR) successfully resolved today its compliance review of the Cleveland Metropolitan School District, entering into an agreement to ensure the District will provide Limited English Proficient (LEP) and Latino students with equal access to science, technology, engineering, and mathematics (STEM) programs offered at the high school level.

During the 2012-13 school year, only 130 of the district's 5,586 Hispanic students enrolled in the district's four STEM high schools. Although the district has designated nearly half (2,764) of its Latino students as English Language Learners (ELL), the district has neither regularly made STEM program information available in languages other than English nor made significant outreach efforts to the ELL student community regarding district STEM offerings. Geographic siting compounds the issue: only two of the district's seven STEM-themed high schools or high school programs are located on the west side of Cleveland, where Cleveland's Latino population is heavily concentrated. The district's innovative, challenging STEM programs have had to turn away interested students at some locations and have been under enrolled at other locations, underscoring the benefits to be gained from promoting STEM education more equally among district students.

"The pipeline to educational opportunities in STEM fields must be open to all students," said Catherine E. Lhamon, assistant secretary for the Office for Civil Rights. "We appreciate the district's commitment to working with OCR to identify steps to promote and ensure equal access to STEM educational opportunities for all students, regardless of race or national origin. Increasing student interest and expertise in the fields of science, technology, engineering and mathematics is critically important to developing more scientists, engineers, and innovators who will help our nation maintain its position as a global leader."

Today's agreement ends the unequal access to STEM offerings for Limited English Proficient and Latino students in the district. The district, which cooperated fully with OCR throughout the investigation, agrees to form a committee, including district and community members, to identify and assess barriers to Latino participation in STEM program; to develop and provide OCR, by the end of the current school year, with a plan to be implemented beginning in the 2014-15 school year to ensure equal STEM access district-wide; to promote STEM programs specifically to Latino students and their families; to make sure that information communicated to Limited English Proficient families about STEM programs is either translated or interpreted into their home language and specifically to provide written notice that ELL services are available for students who enroll in STEM programs; to annually monitor student enrollment in STEM programs and make changes as necessary to improve access for Latino and ELL students; and to improve academic counseling services and retrain district staff as necessary to improve equitable access to STEM programs in the district.

 

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1/7/2014

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Commit2Act - Home

Commit2Act - Home | STEM Education models and innovations with Gaming | Scoop.it
OVERVIEW

Small actions can have a big impact! Join other people like you in taking action for a better world, by signing on to commitments that align with the issues that matter to you. Keep track of your progress and get inspired by a community of youth changemakers.

This App allows you to compete with and encourage your friends, and engage with others around the world. Amplify your world-changing behaviours and connect with others like you through Commit2Act.

Gordon Dahlby's insight:

Driven by student interests and passion...moved to action (commitment) Could be a school wide theme

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Infographic: Science S.O.S | Change the Equation

Infographic: Science S.O.S | Change the Equation | STEM Education models and innovations with Gaming | Scoop.it
Change the Equation aligns corporate efforts in science, technology, engineering and mathematics (STEM) education to ensure that they add up to real, measurable growth in the achievement and STEM fluency of U.S.
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Rural Students in Florida Get Chance to Become STEM Scholars | ED.gov Blog

Rural Students in Florida Get Chance to Become STEM Scholars | ED.gov Blog | STEM Education models and innovations with Gaming | Scoop.it

Phidell Lewis, a senior at a high school in a thinly populated area of the Florida Panhandle, had two big adventures this past summer.

He spent four days with top scientists as part of a group analyzing nanomaterials, and he attended a forum of engineers representing various industries, where he learned about STEM career paths. Both opportunities came about because Phidell is one of hundreds of students from rural communities in Florida who are STEM Scholars—part of a new State initiative to expose students to opportunities in STEM (science, technology, engineering and mathematics) through its Race to the Top grant.

“The STEM program allows our students to make better sense of what they’re learning on a day-to-day basis, and it helps them become better-prepared employees for our local industries,” said Ralph Yoder, superintendent of Calhoun County.

In other efforts to boost the skills of Florida’s labor force, the State is investing in training college graduates in STEM fields to become teachers, and encourages them to share that knowledge by becoming an educator.

“Funds from Florida’s Race to the Top award have expedited efforts already underway to better prepare students for college and careers,” said Brenda Crouch, Program Manager for the FloridaLearns STEM Scholars Program.”  It is a win for Florida’s economic future.

Students chosen to participate in the program are paired with mentors and receive intensive hands-on experiences with STEM professionals, rigorous courses during the school year, and opportunities to collaborate with other advanced students. Pam Stewart, Florida’s Commissioner of Education, said that the State had seen a 49 percent enrollment increase in accelerated STEM courses and STEM career academies since 2009. In some rural counties, students received industry certifications for the first time in 2013. More than 1,000 high school students have participated in the STEM Scholars program since 2012. Roderick Robinson, who mentors students in the program in Franklin County, said watching his students’ interest in STEM grow has been a “phenomenal experience.” Prior to the STEM program, many of his students were unfamiliar with STEM careers. After participating in the program, however, Robinson estimates that 95 percent of his students are now interested in STEM majors.

One component of the STEM Scholars program is a four-day Summer Challenge that gives students opportunities to work with peers to solve problems in a variety of technical fields under the guidance of professional scientists and engineers. This past summer students worked on problems involving ecology, physics, inorganic chemistry, photonics, marine habitats, underwater robotics and alternative energy sources.

Jordan Sparks, a 12th-grader is a STEM Scholar from Freeport High School, east of Pensacola on the Gulf of Mexico. He was one of nine students from Walton County who participated in a summer project at the nearby Choctawhatchee Bay to monitor water quality, learn about sea grass and restore oyster reefs.

“My favorite part was looking at how the little things we do can impact an entire ecosystem,” said Jordan, who is now considering a career in marine biology. “It felt good to fix something that other people had broken. It’s really opened my eyes to the world of science.”

Jordan’s mentor, Linda Young, said the program has provided students in the area with hands-on learning opportunities that they would not have had otherwise. She emphasized the value of the opportunity for students to work with others on demanding projects. “Not only does it improve STEM skills, but it also gets students outside of their comfort zone and working with other students as part of a team.”

Gordon Dahlby's insight:

Read full story:  https://www.ed.gov/edblogs/progress/2013/12/bringing-stem-to-rural-scholars-in-florida/

 

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Victoria Brandon's curator insight, January 18, 2014 4:47 PM

It is interesting to see what other states are doing with STEM education.