Developing and Evaluating a Web-Based, Multi-Platform Curriculum for After-School Robotics

2012 ◽  
pp. 266-283
Author(s):  
Fred G. Martin ◽  
Michelle Scribner-MacLean ◽  
Sam Christy ◽  
Ivan Rudnicki
Keyword(s):  
High School Students ◽  
Lessons Learned ◽  
After School ◽  
School Students ◽  
Enrichment Programs ◽  
Web Based ◽  
Non Profit ◽  
Design Engineers ◽  
Design Skills ◽  
University Of Massachusetts

The University of Massachusetts Lowell and a non-profit partner, Machine Science Inc. of Cambridge, Massachusetts have developed a Web-based curriculum for after-school robotics, based on two microcontroller platforms: one for middle school students and the other for high school students. The curriculum, which teaches computer programming and design skills in the context of hands-on electronics and robotics activities, was developed and evaluated as part of a four-year National Science Foundation-funded research project called Building an Internet Community of Design Engineers (iCODE). From 2006 to 2010, the project partners used the curriculum to support year-long academic enrichment programs at middle schools, high schools, and community centers in underserved communities within Boston, Lowell, and Lawrence, Massachusetts. This chapter describes the design and development of the iCODE curriculum, explores the project’s assessment strategies, and reflects on lessons learned from four years of offering after-school robotics for an inner-city youth population.

Developing and Evaluating a Web-Based, Multi-Platform Curriculum for After-School Robotics

2013 ◽  
pp. 445-461
Author(s):  
Fred G. Martin ◽  
Michelle Scribner-MacLean ◽  
Sam Christy ◽  
Ivan Rudnicki
Keyword(s):  
High School Students ◽  
Lessons Learned ◽  
After School ◽  
School Students ◽  
Enrichment Programs ◽  
Web Based ◽  
Non Profit ◽  
Design Engineers ◽  
Design Skills ◽  
University Of Massachusetts

The University of Massachusetts Lowell and a non-profit partner, Machine Science Inc. of Cambridge, Massachusetts have developed a Web-based curriculum for after-school robotics, based on two microcontroller platforms: one for middle school students and the other for high school students. The curriculum, which teaches computer programming and design skills in the context of hands-on electronics and robotics activities, was developed and evaluated as part of a four-year National Science Foundation-funded research project called Building an Internet Community of Design Engineers (iCODE). From 2006 to 2010, the project partners used the curriculum to support year-long academic enrichment programs at middle schools, high schools, and community centers in underserved communities within Boston, Lowell, and Lawrence, Massachusetts. This chapter describes the design and development of the iCODE curriculum, explores the project’s assessment strategies, and reflects on lessons learned from four years of offering after-school robotics for an inner-city youth population.

scholarly journals Youth-Led Resilience Promotion during Disaster Recovery: A Proposed Framework, Innovative Program, and Lessons Learned

2021 ◽  
Author(s):  
Shane McCarty ◽  
Kyle Pacque ◽  
Alyssa Gatto ◽  
Kaylynn Hill ◽  
Ruby Charak
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Health ◽  
Disaster Recovery ◽  
Student Leaders ◽  
Lessons Learned ◽  
School Shooting ◽  
After School ◽  
Psychological Resilience ◽  
School Students

Objective: Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: 1) multi-tiered change, 2) resilience goals, 3) a promotion mindset, 4) youth strengths, 5) prosocial behaviors, and 6) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, Ohio, which is detailed in a case study. Method: As part of a Community-Academic Partnership, twenty college student trainers delivered a multi-tiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring. Results: Student leaders formed a youth-led, after-school club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for six years (2012 – 2017) are provided to guide YLRP program developers and program implementers. Conclusion: A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the COVID-19 pandemic, and other potentially traumatic events.

scholarly journals Youth Physical Activity Patterns During School and Out-of-School Time

Children ◽  
2018 ◽  
Vol 5 (9) ◽  
pp. 118 ◽  
Author(s):  
Pedro Saint-Maurice ◽  
Yang Bai ◽  
Spyridoula Vazou ◽  
Gregory Welk
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Discrete Time ◽  
Vigorous Physical Activity ◽  
Activity Patterns ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
Time Periods ◽  
Out Of School

This study describes age, sex, and season patterns in children’s physical activity behaviors during discrete time periods, both in school and at home. Participants were 135 elementary, 67 middle, and 89 high-school students (128 boys and 163 girls) involved in a larger school activity monitoring project. We examined time spent in moderate-to-vigorous physical activity (MVPA) at recess, physical education (PE), lunch, commuting to/from school, before-school, after-school, evening, and weekend segments. Differences in MVPA by age, sex, and season were examined using a three-way analysis of variance and separately for each individual segment. Moderate-to-vigorous physical activity levels varied by context and were higher during recess (15.4 ± 8.5 min) while at school, and on Saturdays (97.4 ± 89.5 min) when youth were out-of-school. Elementary children were more active than their older counterparts only during lunch time, after-school, and Sunday (p < 0.05). Boys were consistently more active than girls at all segments. Participants were only more active during non-winter than winter months during PE (p = 0.006), after-school (p < 0.001), and Sunday (p = 0.008) segments. These findings showed that activity levels in youth vary during the day and season. The segments reflect discrete time periods that can potentially be targeted and evaluated to promote physical activity in this population.

scholarly journals Healthy Weight Regulation and Eating Disorder Prevention in High School Students: A Universal and Targeted Web-Based Intervention

2014 ◽  
Vol 16 (2) ◽  
pp. e57 ◽  
Author(s):  
Megan Jones ◽  
Katherine Taylor Lynch ◽  
Andrea E Kass ◽  
Amanda Burrows ◽  
Joanne Williams ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Eating Disorder ◽  
Weight Regulation ◽  
Healthy Weight ◽  
School Students ◽  
Web Based ◽  
Eating Disorder Prevention ◽  
Disorder Prevention

scholarly journals SISTEM PENDUKUNG KEPUTUSAN PEMBAYARAN BEASISWA DENGAN MENGGUNAKAN METODE WEIGHTED PRODUCT (WP)

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Evasaria M Sipayung ◽  
Yosi Yonata ◽  
Chrevita J Rende
Keyword(s):  
High School ◽  
Information System ◽  
High School Students ◽  
School Students ◽  
Or Education ◽  
Education Development ◽  
Non Profit ◽  
Product Method ◽  
The Difference ◽  
Selection Of

Anak Pelangi Indonesia (API) Foundation is a non-profit foundation that offers scholarship programs for elementary, middle and high school students. This institute is supported by donaturs who give contribution to the Foundation. The donation is processed to be a cost that is used to pay Sumbangan Pembinaan Pendidikan (SPP) or Education Development Donation of each student. Currently, the provision of monthly donor fund is at uncertain amount so that the Foundation needs to determine the students of whom SPP will be firstly paid. However, the funding needs of each student are different due to the different amount of SPP and a giving fine from the school for the tardiness in paying the tuition. From these matters, the Foundation finds it difficult in deciding which students whose the tuition will be paid first. The solution to this problem is to use the four criteria referring to the tuition payment, namely the difference of pay date, fine, rank, and the amount of payment. The four criteria is then given the same integrity which is 25% for each criteria and counted by using Weighted Product (WP) method. The result of this research is an information system to the selection of scholarship payment using Weight Product method that takes the biggest value from the calculation result as a reference in deciding which students of whom SPP will be initially paid in accordance with the current fund condition.

scholarly journals High School Students’ Argument Patterns in Online Peer Feedback

2013 ◽  
pp. 209-221
Author(s):  
Lisbeth Amhag
Keyword(s):  
High School Students ◽  
Student Teachers ◽  
Peer Feedback ◽  
School Students ◽  
Web Based ◽  
Student Groups ◽  
Teacher Assignment ◽  
Online Setting ◽  
Close Investigation ◽  
The Web

The study focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data was collected from five student groups’ asynchronous argumentation, relating to authentic cases of teacher leadership. Focus was placed on the extent to which students used own and others' texts meaning content in the discussion forum and how the content can be analysed. A close investigation of the dialogical argument patterns (N=253) in their peer feedback shows the extent to which students distinguish, identify, and describe the meaning content that emerges in collaboration with other students in an online setting as an important aspect. The dialogue patterns that developed are illustrated in selected excerpts.

Local Lotto

2018 ◽  
pp. 387-407
Author(s):  
Vivian Lim ◽  
Erica Deahl ◽  
Laurie Rubel ◽  
Sarah Williams
Keyword(s):  
High School ◽  
High School Students ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
School Students ◽  
Web Based ◽  
The Common ◽  
Mathematics Curricula ◽  
Future Work

Local Lotto is a 14-session curriculum designed for high school students to learn mathematics through an examination of the local lottery. The curriculum is organized around investigations of how local lottery games are won, who plays, how many people play, and where lottery revenues and prizes are distributed. A web-based application is integrated into the curriculum to allow students to explore the lottery in their school neighborhood, examine local lottery data, and assemble and justify their own arguments about the lottery. In this chapter, the authors describe technology's role in shaping a rich curriculum that engages students in investigating a local phenomenon while also addressing the content and practices of the Common Core State Standards of Mathematics. The chapter concludes with an outline of the challenges of integrating custom technologies into mathematics curricula and provides recommendations for future work.

Robots Underwater! Learning Science, Engineering and 21st Century Skills

2012 ◽  
pp. 141-167 ◽  
Author(s):  
Elisabeth McGrath ◽  
Susan Lowes ◽  
Mercedes McKay ◽  
Jason Sayres ◽  
Peiyi Lin
Keyword(s):  
High School Students ◽  
Curriculum Design ◽  
Scale Up ◽  
Lessons Learned ◽  
Learning Goals ◽  
Underwater Robotics ◽  
School Students ◽  
Curriculum Redesign ◽  
Core Elements ◽  
K 12

The underwater environment presents novel challenges that can facilitate unique learning experiences for students engaged in robotics programs. Although the number of underwater educational robotics programs is small by comparison to other forms of K-12 robotics initiatives, several do exist, which have varying learning goals, implementation approaches, and tools. This chapter describes an underwater robotics program using LEGO® MINDSTORMS® components and related materials for middle and high school students. The program, known as WaterBotics™, has undergone an extensive, four-year research and development phase and curriculum redesign effort. This chapter describes the theoretical framework of the curriculum design, the components and resources available in the challenge-based curriculum, and lessons learned about teacher practices and their relationship to student learning outcomes in physical science, Information Technology skills, engineering design, and engineering career interest. “Core elements of success” of the program and curricular adaptations are described in the context of a scale-up initiative that is adapting the curriculum for use in informal education settings.

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