Generating Transferable Skills in STEM through Educational Robotics

2012 ◽  
pp. 54-65
Author(s):  
Carl A. Nelson
Keyword(s):  
Curriculum Development ◽  
Career Paths ◽  
Educational Robotics ◽  
Delivery Methods ◽  
Transferable Skills ◽  
Science Technology ◽  
Informal Settings

This chapter aims to present guidelines, suggestions, and ideas for designing educational robotics programs, which help participants generate skills useful in science, technology, engineering, and math (STEM) as well as in other career paths. A list of skills areas is presented, categorized either as highly STEM-relevant or more universal, and each skills area is discussed in the context of the content and delivery methods of robotics programs. Examples are provided from several existing curricula to demonstrate how robotics can be leveraged for generating these useful skills. A set of suggestions is then presented for guiding future robotics curriculum development, in formal or informal settings.

Generating Transferable Skills in STEM through Educational Robotics

2013 ◽  
pp. 433-444
Author(s):  
Carl A. Nelson
Keyword(s):  
Curriculum Development ◽  
Career Paths ◽  
Educational Robotics ◽  
Delivery Methods ◽  
Transferable Skills ◽  
Science Technology ◽  
Informal Settings

This chapter aims to present guidelines, suggestions, and ideas for designing educational robotics programs, which help participants generate skills useful in science, technology, engineering, and math (STEM) as well as in other career paths. A list of skills areas is presented, categorized either as highly STEM-relevant or more universal, and each skills area is discussed in the context of the content and delivery methods of robotics programs. Examples are provided from several existing curricula to demonstrate how robotics can be leveraged for generating these useful skills. A set of suggestions is then presented for guiding future robotics curriculum development, in formal or informal settings.

scholarly journals ’n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir kriteria vir vakkurrikulumontwikkeling en -evaluering

2015 ◽  
Vol 34 (1) ◽  
Author(s):  
Piet Ankiewicz
Keyword(s):  
Curriculum Development ◽  
Academic Discipline ◽  
Research Question ◽  
Policy Statement ◽  
Object Knowledge ◽  
Science Technology ◽  
Technology Classroom ◽  
Philosophical Framework ◽  
Point Of Departure ◽  
Theoretical Reflection

Technology education is globally still relatively new, and it lacks a substantive research base, a well-established classroom pedagogy and a scientifically founded, subject-based philosophical framework that may serve as a directive for related aspects. Technology is also a developing school subject with no equivalent academic discipline upon which curriculum development and classroom pedagogy may rely. The Curriculum and Assessment Policy Statement (CAPS) for Technology in the Senior Phase was officially implemented in 2014. However, responses to the intended or specified curriculum, either positive or negative, are often elicited from various stakeholders and interest groups. In the absence of philosophical-founded criteria for the development and evaluation of an intended technology curriculum, it is often unclear whether such responses are justified. Subsequently it is impossible to make fair judgments about such subject curricula. Based on Mitcham’s framework, the literature reports on a philosophical framework that is directive for technology classroom pedagogy, technology teacher education and Science, Technology and Society Studies (STS). The purpose of the article is to investigate how a scientifically founded, philosophical framework of technology can be directive for the development and evaluation of the intended technology curricula. The following research question served as point of departure for the theoretical reflection: Based on the four modes of the manifestation of technology – namely as object, knowledge, activity, and volition – which scientifically founded criteria can be deduced to be applied as part of the development and evaluation of intended technology curricula? In answering the research question it is important to point out that curriculum developers and evaluators should ensure that they take note of the philosophical framework for technology which guides subject-curriculum development and evaluation. A fourfold set of applicable criteria, based on the four manifestations of technology, have been deduced accordingly.

Plurilingualism and STEAM

2020 ◽  
Vol 5 (2) ◽  
pp. 1-23
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Kana Irisawa
Keyword(s):  
Peace Education ◽  
Multimodal Data ◽  
Transferable Skills ◽  
Video Recordings ◽  
Science Technology ◽  
History Of ◽  
Field Notes ◽  
And Mathematics ◽  
The Relationship ◽  
Rich History

This contribution attempts to clarify the relationship between the practice of plurilingual education and STEAM (interdisciplinary pedagogy that incorporates science, technology, engineering, art, and mathematics) through the lens of peace learning at an elementary school in Japan. Japan has a rich history of peace education, although it has received limited focus in the international literature, whereas plurilingual education remains relatively unknown in the country. Within this context, the article examines a teacher-initiated plurilingual and intercultural project focused on a multidisciplinary approach to peace learning. Analyses of multimodal data, including video recordings, photographs, researchers' field notes, learners' journals, and semi-structured reflective interviews, will demonstrate how even within a highly homogenous context, practitioners can promote transferable skills and nurture a deeper awareness of language and openness to diversity, foster reflexivity, and encourage multidisciplinary engagement through plurilingual education, dialogue, and storying.

Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies

2020 ◽  
pp. 1-9
Author(s):  
Pradeep Nair
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Independent Learning ◽  
University Graduates ◽  
Delivery Methods ◽  
Design Assessment ◽  
Face To Face ◽  
Transferable Skills ◽  
Industrial Age

Higher education institutions face much disruption in the Fourth Industrial Age. The rapid changes in the workplace demand that university graduates exhibit competencies beyond discipline-specific knowledge. To thrive in a complex world filled with rapid advancements in knowledge and technology, graduates must possess lifelong learning skills, think critically and creatively, be socially intelligent, resilient, and adaptive. The demand for these transferable skills requires universities to re-examine their curriculum design, assessment, and delivery methods to ensure learners know, develop, and culminate these skills upon graduation. This chapter explains how this can be achieved through a paradigm shift in the teaching and learning approach by reducing face-to-face teaching to enable greater interaction in the classroom, opportunities for expression, the building of character and other life skills whilst promoting more self-directed and independent learning. Lecturers should revolutionize the way they teach and develop the 21st century competencies skills among the students.

scholarly journals Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 73 ◽  
Author(s):  
Nuria Arís ◽  
Lara Orcos
Keyword(s):  
Secondary Education ◽  
Empirical Study ◽  
Research Study ◽  
Educational Robotics ◽  
Objective Data ◽  
Scientific Curiosity ◽  
Mathematics Skills ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST® LEGO® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork.

scholarly journals The Development of Islamic Religion Education Curriculum at University Seen From the Perspective of Maqashid

2018 ◽  
Vol 7 (2.29) ◽  
pp. 1166
Author(s):  
Ahmad Arifi ◽  
. .
Keyword(s):  
Curriculum Development ◽  
National Standard ◽  
Education Curriculum ◽  
Study Program ◽  
Science Technology ◽  
Islamic Religion ◽  
Recent Developments ◽  
Qualification Framework ◽  
Network Quality ◽  
Teachers Training

In this present globalization era, many fields of changes occur, especially in education field which runs rapidly and dynamically. An individual’s science, technology, and competence will quickly obsolete it they are not upgraded. Thus, it is required education curriculum development, especially Islamic Religion Education so that they are able to answer era challenge. This study is aimed to explain the development of Islamic Religion Education (IRE) curriculum development at universities seen from the perspective of Maqashid. In this context, curriculum development which is based on maqashid is a curriculum development based on maqashid is a curriculum development which is based on contextual objective which adapt dynamic era development that is a curriculum which is able to cover various recent developments and objective which direct learners to the natural benefit (rahmatan lil alamin). Research method which is utilized is natural qualitative. This research has been successful to collaborate philosophical base of curriculum development of Islamic Religion Education Study Program seen from maqashid perspective. This research concludes that the development of curriculum of Islamic Religion Education at Tarbiyah and Teachers Training Science Faculty, UIN Sunan Kalijaga orients on values of rahmatan lil ‘alamin manifested in three things: First, the study program vision has possessed value philosophy which supports the achieved civil society through interconnection integration of science in the context of developing world peace and civilization. Second, preparing learners to be able to fulfill national qualification standard by developing curriculum which refer on Indonesian Qualification Framework (IQF) and High Education National Standard (SNPT) and fulfill University International Qualification, which is ASEAN University Network-Quality Assurance (AUN-QA). Third, preparing learners to have open attitude, live in harmony in the multicultural society and able to behave cooperatively in maintaining morality values.  

scholarly journals Ten years of Educational Robotics in a Primary School

2021 ◽  
pp. 283-289
Author(s):  
Mariantonietta Valzano ◽  
Cinzia Vergine ◽  
Lorenzo Cesaretti ◽  
Laura Screpanti ◽  
David Scaradozzi
Keyword(s):  
Primary School ◽  
Educational Robotics ◽  
Learning Abilities ◽  
Science Technology ◽  
Strong Motivation ◽  
The Subject ◽  
And Mathematics ◽  
Teaching Problem ◽  
And Robotics ◽  
Complete Program

AbstractMany researchers and teachers agree that the inclusion of science, technology, engineering, and mathematics in early education provides strong motivation and greatly improves the speed of learning. Most primary school curricula include a number of concepts that cover science and mathematics, but less effort is placed in teaching problem-solving, computer science, technology and robotics. The use of robotic systems and the introduction of robotics as a curriculum subject educates children in the basics of technology, and gives them additional human and organizational values. This paper presents a new program introduced in an Italian primary school, thanks to a collaboration with National Instruments and Università Politecnica delle Marche. Specifically, the project’s curricular aim was to improve logic, creativity, and the ability to focus, all of which are lacking in today’s generation of students. The subject of robotics will be part of the primary school’s curriculum for all five years. The program has delivered training to the teachers, and a complete program in which children have demonstrated great learning abilities, not only in technology, but also in collaboration and teamwork.

scholarly journals An Investigation into the Transferable Skills of Non-Commissioned Officers (NCOs) in the Defence Forces of Ireland (Army Only) on Retirement

2020 ◽  
Vol 3 ◽  
Author(s):  
Ray Whelan ◽  
Sharon Feeney
Keyword(s):  
Qualitative Study ◽  
Career Paths ◽  
Small Sample ◽  
Structured Interviews ◽  
Transferable Skills ◽  
Military Career

The Irish Defence Forces currently employs approximately 8,750 personnel, with some 7,300 employed in the army. Approximately 3,139 Non-Commissioned Officers (NCOs) have changed career paths into civilian roles between the years 2000-2015. Many of these individuals found the transition from a military career to a civilian career challenging, despite having obtained some useful transferable skills. One of the most pertinent challenges has been the lack of any appreciation by employers of the range of transferrable skills that were gained by NCOs during their military careers. This paper aims to identify what transferable skills contribute to the transition from a military career to a civilian career from the perspective of a small sample of former army NCOs. The methodology consists of a qualitative study involving semi-structured interviews with key personnel who previously served in the Irish Defence Forces. The findings indicate that the range of transferable skills gained in a military career have important and timely relevance to careers in a civilian context. Recommendations are proposed in relation to how the Defence Forces might assist retiring personnel to target civilian employers and jobs.

ER4STEM Educational Robotics for Science, Technology, Engineering and Mathematics

2016 ◽  
pp. 95-101 ◽  
Author(s):  
Lara Lammer ◽  
Wilfried Lepuschitz ◽  
Chronis Kynigos ◽  
Angele Giuliano ◽  
Carina Girvan
Keyword(s):  
Educational Robotics ◽  
Science Technology ◽  
And Mathematics
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