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3 practical ideas for using ICT in STEM teaching – How Science Works

February 26th, 2015 by Angela Rees

 

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Over the coming weeks I’m going to share some practical ideas from the Taccle2 Handbooks on e-learning for teachers of Primary, STEM, Humanities, Creative and Performing Arts and Key Skills.  Here are some ideas for exploring How Science Works.

Ask your students to 
create a social networking profile for a scientist on MySpace explaining their discoveries. Find a list of scientists and see our Einstein page for inspiration.  Get each person in the class to add a Facebook profile for a famous scientist – who would their ‘friends’ be? What would their favourite books or music be? What sort of conversations or arguments would they have with each other? (it’s more fun if you assume that they they can communicate over time as well!)

Find present day scientists on Linked-In or academia.edu or MyExperiment.  What research are they doing right now? Create a class blog where students can record what they have learned and use the comments to discuss who was the most important scientist in history.

Talking of debates, check out aMap to start an argument.  Students follow the on-screen instructions in order to join an existing argument or start a new argument. They’ll have to provide an email address, name and location but you can use the same email for multiple users. They are prompted to add reasons and supporting evidence for their argument.  When they have finished they get an embeddable mind map which others can reply to by creating their own “argument map”.  See the Taccle2 blog for an example.

All of the Taccle2 handbooks are available to download for free from the Taccle2 website.

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    Innovation is male dominated?

    Times Higher Education reports that in the UK only one in 10 university spin-out companies has a female founder, analysis suggests. And these companies are much less likely to attract investment too, raising concerns that innovation is becoming too male-dominated.


    Open Educational Resources

    BYU researcher John Hilton has published a new study on OER, student efficacy, and user perceptions – a synthesis of research published between 2015 and 2018. Looking at sixteen efficacy and twenty perception studies involving over 120,000 students or faculty, the study’s results suggest that students achieve the same or better learning outcomes when using OER while saving a significant amount of money, and that the majority of faculty and students who’ve used OER had a positive experience and would do so again.


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    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


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