| 1. |
- Costello, Eamon, et al.
(författare)
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Assessment of Transversal Skills in STEM : From theory to practice in a large scale research project
- 2022
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Ingår i: Society for Information Technology & Teacher Education International Conference. - San Diego, CA, United States : Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA. ; , s. 1026-1033
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Konferensbidrag (refereegranskat)abstract
- This paper presents an overview of a large scale research project involving teachers and students across eight European countries and involving eleven partner organizations. The project was focused on helping equip students with key transversal skills and competencies. We used integrated STEM as a site to ground the development of these interdisciplinary ways of thinking, being and doing and digital tools as ways to help teachers deepen and enhance their formative assessment practice. We present here an outline of research conducted to develop a framework for conceptualising integrated STEM skills and their assessment via digital tools. This framework identified a number of core competencies and ways to both design and assess for these skills using digital tools. We also give an account of subsequent professional development with teachers and the piloting of developed teaching methods in schools. The next phase was the conduct of evaluations of our work according to a research methodology which aimed to identify best practices for scalable teaching. Some emergent findings and lessons learned along the way from two countries, Ireland and Sweden, are presented as examples here as we complete the analysis stage of the project. This paper aims to contribute to the conversations around interdisciplinary and integrated STEM skills, how they can be digitally assessed and to give an account of the workings of the associated large scale research project.
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| 2. |
- Costello, Eamon, et al.
(författare)
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Is it in the bin? Seeking authentic assessment in STEM : ATSSTEM
- 2021
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Ingår i: PATT38 Book of Abstracts. - Turku, Finland : PATT38 Organizing Committee, University of Turku, Finland.. ; , s. 31-31
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Konferensbidrag (refereegranskat)abstract
- Assessment of Transversal Skills in STEM is an Erasmus+ research project engaged with teachers and learners in schools across several European countries in helping them develop transversal skills. The project seeks to help teachers in the formative digital assessment of STEM learners’ work as they develop real-world, authentic STEM skills. But what are authentic skills? Where do real worlds exist? In this presentation, we give an overview of the project and an introduction to some tools for formative assessment in STEM. We go on to present some examples of student work in Sweden and Ireland, where students and teachers are working outdoors, drawing trees, and looking into recycling bins in sites of real-world activity. We hope to show that teaching itself is real and authentic activity and cannot be easily divorced or separated from some “real-world” of STEM.
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| 3. |
- Hartell, Eva, 1973-, et al.
(författare)
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Embedding Digital Assessment in STEM Education Lessons Learned from a European Joint Venture Focusing on Sustainable Development
- 2022
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Ingår i: <em>Designing a better world through technological literacy for all. </em>. - St John's, Newfoundland & Labrador : Faculty of Education, Memorial University. ; , s. 508-514
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Konferensbidrag (refereegranskat)abstract
- Assessment of Transversal Skills in STEM (ATS STEM) is an innovative policy experimentationproject, which aims to enhance digital assessment of students’ transversal skills in STEM. ThisErasmus+ project is situated in primary and secondary schools across eight European countries,involving 12 partners on different levels of educational system.Teachers and researchers havecollaboratively developed and piloted several integrated STEM learning activities all focusing onUNsustainable development goals. Embedding formative digital assessment of STEM learners’work has been a central component. This paper provides an overview of the project and shares someresults from Sweden and Ireland. We provide examples from practice that help illustrate thecomplexitywith a particular focus on technology education.
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| 4. |
- Hartell, Eva, 1973-, et al.
(författare)
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Seeking informed consent in a multilingual school environment : ATSSTEM - project
- 2021
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Ingår i: PATT38 Book of Abstracts. - Turku, Finland. ; , s. 29-30
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Konferensbidrag (refereegranskat)abstract
- Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation project, which aims to enhance digital assessment of students’ transversal skills in STEM. This Erasmus+ project is situated in primary and secondary schools in and run between 2019– 2022. The Department of Education in Haninge municipality and the Department of Learning at KTH Royal Institute of Technology partake in the ATSSTEM partner network together with 11 other educational institutions, operating on different levels of the educational system across 8 European countries. Integrated STEM learning activities focusing Agenda 2030 is developed and piloted together with teachers in 7 primary and secondary schools in Haninge municipality in Sweden. Following regular ethical requirements for educational research projects; the research team seeks informed consent from the students’ guardians as the students involved are underaged. The pilot schools in municipality of Haninge are fortunate to have students from all over the world, and a number of families have recently immigrated to Sweden. STEM education has a strong policy focus at European and national levels on widening opportunities for under-represented groups. With the purpose to emphasis informed, we therefore decided to translate the informed consent form to a number of languages [e.g. Arabic, Spanish and Polish] spoken at home in our pilot schools. We would like to invite audience to discuss and share experience in the ethically challenging matter of communicating informed consent in a multilingual school environment with the following suggested prompts.How can we communicate with parents in other languages (and with different cultural expectations) about the potential benefits of research to their children?How can we engage parents from different backgrounds to make them feel part of research and explain the rights of parents and students and the safeguards they can expect?What logistic and costs requirements does this place on research teams? How do we resource teachers and researchers to communicate with parents in multi-lingual environments?
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| 5. |
- Hartell, Eva, 1973-, et al.
(författare)
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Technology and Engineering Education Standards in an Innovative European Collaborative STEM Project : Lessons from Ireland and Sweden
- 2023
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Ingår i: Standards-Based Technology and Engineering Education. - Singapore : Springer. ; , s. 235-252
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Bokkapitel (refereegranskat)abstract
- This chapter will describe a project that aims to provide teachers and students with necessary and efficient digital assessment approaches for the development of students’ transversal skills in STEM education. These approaches were developed, implemented, and evaluated through large-scale classroom piloting, leading to policy recommendations at national and European level for the further transformation of education. This international project included partners from Austria, Belgium, Cyprus, Finland, Ireland, Slovenia, Spain, and Sweden and was co-funded by partners and the European Commission under its Erasmus+ KA3 Policy and Experimentation initiatives. The aim of this innovative policy experimentation project was twofold. On the one hand, to “know and explain” the process of implementing the Assessment of Transversal Skills (ATS) STEM program and, on the other hand, to “understand” how it works in different contexts (schools, classrooms, countries) and thus make suggestions for improvement. This chapter will attempt to provide an overview of the commonalities and differences among the national standards in the countries involved in the ATS STEM project and compare them to the context of the Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education(STEL).
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| 6. |
- MacKenzie, Alison, et al.
(författare)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; , s. 271-329
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Tidskriftsartikel (refereegranskat)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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| 7. |
- MacKenzie, Alison, et al.
(författare)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 4, s. 271-329
-
Tidskriftsartikel (refereegranskat)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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