| 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)
-
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. |
- 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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| 5. |
- MacKenzie, Alison, et al.
(författare)
-
Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
-
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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