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You need a mash-up to get kids excited: Try stumbleupon + state standards + freerice.com

As another proposal implied, there's no one tool or technology that's the answer.

Instead, let's consider using the open standards of the web and those things we already know are popular, for example:

- the random "surprise" element of the browser add-on stumble-upon

- the motivational, incentive-based reards system that comes with a site like freerice.com where kids can feed the world through their successful answers

- plus an underlying architecture of webs site partners that provide content specifically modified to meet the state standardized testing requirements at various grade levels in the key subjects.

You could pilot such a mash-up on the home page of the new broadband program website.

We're got other, research-based ideas generated from the work in our Government 2.0 program. See http://www.wikinomics.com

Submitted by sguengerich 4 years ago

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  1. I work in supercomputing outreach as a passion . We are buiding in our project this model.

    Modeling, Simulation, and Visualization:

    If you doubt students’ general interest in learning about the science, technology, engineering and math (STEM) in the world around them, visit the Museum of Science in Boston, or the Exploratorium in San Francisco, and simply watch as countless children dash from exhibit to exhibit to observe the phenomena on display. However, despite their best promotional efforts, these institutions are largely underutilized, even by students in their own cities. One of the things that makes these two institutions stand out is that most of the exhibits are hands-on and encourage the students to interact with the concepts on display. For any of a number of reasons, Emaginos will never be able to bring a major portion of the country’s students to experience these treasures. But Emaginos can bring the treasures to them through simulations.

    Today’s students are totally comfortable in a virtual world where the reality around them is all a simulated experience. Emaginos needs to bring the hands-on and educational experiences from great institutions like the Exploratorium, Boston Museum of Science, Chicago’s Museum of Science and Industry, National Geographic, The Smithsonian, NASA, Department of Energy, NOAA, and countless other national cultural and intellectual treasures to the student virtual desktop through computer simulations. Emaginos has begun exploring the licensing and simulation of the many wonderful hands-on technology exhibits at these institutions. The licensing relationship Emaginos would build with these institutions will fund the institutions’ creative staff to continue to develop additional models and simulations. Using the Emaginos broadband network computing environment and virtualization of the servers, Emaginos will be able to deliver the required High Performance Computing (HPC) resources to build many of the simulations within Emaginos’s infrastructure.

    There are already a number of excellent simulations in use in the K-12 learning space. They range from complex social programs like Sim City to very specific virtual science labs that allow students to experiment quickly and safely. Emaginos’s plan is to expand the use of simulations across the curriculum. In addition to Emaginos’s own plans for encouraging new simulations, Emaginos will license and integrate many of the existing or being developed programs such as the one being guided by former Justice Sandra Day O’Connor to give students a better comprehension of the country’s judicial system. Emaginos will provide the development tools and support people in the development of a broad range of simulations.

    Many simulations will be beyond the power of a cluster of servers. In those cases Emaginos will work with universities and supercomputer centers. The complexity of the properties being exhibited will determine the level of computing resources required to simulate the issue. Some simulations can be built by accessing a server or servers in the cloud. In many cases, the resources to identify and portray the effects of manipulation of the exhibit will be processor intensive and require sophisticated programming. It is not Emaginos’s plan to teach high performance, massively parallel computer programming at the high school level. That is not to say that no high schools will make it available to the students. In those cases of exceptional students, they will participate in HPC programming classes at a university as a part of their high school experience.

    Beyond what can be or is being exhibited at the country’s museums, there are many other simulations that would be of great value. For example, the more Emaginos learn about physics and chemistry, the more blurred the distinction between the two fields becomes. A clearer understanding of the physical/chemical building blocks of atoms, molecules and compounds and their resulting properties is fundamental to discovery and innovation in so many fields. However, the molecular modeling needed to visualize and simulate the effect of adding protons, electrons or neutrons to a stable atom or molecule requires supercomputing at the highest level. In order to make it possible for K-12 students to be able to manipulate and observe even the lowest level of molecular modeling provides an interesting challenge at several levels.

    • K-12 Level – As part of the demonstration school rollout Emaginos will work with the national labs and supercomputer centers to design multi-disciplinary projects that will push the students to want to understand the value of using supercomputing modeling and simulations to solve many different complex issues. Emaginos might use the “green” issue of how CFC emissions impact the earth’s ozone levels. One example might be to simulate the physical changes in the properties of an atom or molecule when a proton, neutron, or electron is added or removed. A common example might be to illustrate how oxygen gets changed to ozone and the resulting change in its physical properties. The next step might be to examine the terabytes of data in the NOAA and DOE databases to see the effects of ozone on the Earth’s atmosphere and temperature. This could then be integrated into an environmental politics project related to regulating CFCs.

    • At the university level, the computer science students could work with students in other disciplines to write the supercomputer code to calculate simulations of the effects being discussed. The computational results would then have to be put through a process to create visual representations of the effects. By storing the results of a variety of values of the key parameters, high school students could then run the simulation on the server using previously calculated results from the supercomputer. In this arrangement, the supercomputer would be required to build the model, but the resulting simulations would be able to be run on the servers in the cloud. Emaginos would work with the Council on Competitiveness to identify industries where simulations would be appropriate.

    • The Supercomputer centers would provide the computational horsepower to do the calculations. They would also serve as mentors for the college students in the designing and writing of the computer code.

    After the simulations are built, the next step is to integrate the simulations into the curriculum. As the students are working on their discovery and innovation projects, they will reach a point of understanding the interrelationships between several parameters in a system. Emaginos would encourage and support the designing and building simulations that allow the students to test and demonstrate their conclusions about the system. By designing the simulations with web-based interfaces, the simulations can be made available to a wide range of users. As a complement to the HPC activity, Emaginos need to build modules into the curriculum that raise awareness of computational thinking. Emaginos then need to connect their appreciation for computational thinking to the building of models and simulations using HPC.

    For example….

    So far, Emaginos has focused on Science, Technology, Engineering and Math (STEM) topics. In Emaginos’s thematic project-based curriculum, Emaginos easily builds in a growing understanding of and appreciation for the STEM topics. However, STEM is not the only place in the curriculum for simulations. Emaginos can also use desktop simulations to teach about social and commercial systems. In the 1960’s the Sloan Business School at MIT developed and uses a lesson it calls “The Beer Game”. The game involves a simple production/ distribution system for a single brand of beer. There are three players in the game including a retailer, a wholesaler, and a marketing director at the brewery. Each player's goal is to maximize profit. The key understanding that the students should reach is that the individual parts of the supply chain are interdependent and behave as a system. Decisions at one point will have potentially unanticipated consequences elsewhere in the system.

    In the game a truck driver delivers beer once each week to the retailer. Then the retailer places an order with the trucker who returns the order to the wholesaler. There's a four week lag between ordering and receiving the beer.

    The retailer and wholesaler do not communicate directly. The retailer sells hundreds of products and the wholesaler distributes many products to a large number of customers. Because the supply chain is not managed as a system, the results are both backlogs and overproduction. It is designed as a game because the students best understand the interdependencies by manipulating the system.

    The results of a typical beer game are described by Peter Senge in Chapter 3 of his 1990 classic, The Fifth Discipline: The Art & Practice of The Learning Organization. This game could easily be turned into a desktop simulation with three different players representing the different levels in the supply chain. The computations and visualization required are relatively simple, but the concepts learned are powerful and lasting.

    By exposing the high school students to simulations and the HPC usage within the context of their small-group, multi-disciplinary projects, the students would be given an appreciation for HPC technology that goes beyond just seeing how powerful the computers are. They would begin to appreciate how useful they are for solving problems in many disciplines.

    In the Emaginos learning environment, beginning with the ninth grade, students may start taking college/university courses. (We have had students graduate with both a high school diploma and an associates degree on the same day.) By their junior and senior year in high school some students may begin participating in the HPC partnership projects that are happening at universities around the country – and eventually globally. Emaginos’s high school teachers will be trained to understand when it is appropriate to bring these resources to their student’s attention. Emaginos will work with the national HPC program to integrate information about their resources and projects into the Emaginos curriculum resources.

    We have a pilot school in Tracy , California.

    I have been educated within the Super computing community, taking

    workshops and being involved with the Super computing Conference, but at $550 per teacher to just attend the conference not many regular teachers are going to applyteacher

    Hear is a draft of a teacher day, that could be web events

    Teacher Day – SC Portland

    Outreach to Community Teachers

    Education and Broadening Participation Draft

    Objective of the Event

    To create a teacher - friendly invitation to Supercomputing , involving pathways to computational thinking for Portland area teachers.

    The program will introduce STEM ideational scaffolding, and use after-school or extended day projects to explore the what to, how to, when to , and where it is on the computer for use. Once they have an overview of supercomputing, we will help them to identify opportunities for further professional development, through workshops and other initiatives for further learning and understanding.

    Audience

    Targeted teachers in the Portland area, who are not involved in the Education Program or the Broadening Engagement program. The events they can attend? Can also be outreach through organizations for awareness and understand.

    Saturday Outreach

    Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science. For more background on computational thinking, please see the following resources written by Jeanette Wing:

    http://www.cs.cmu.edu/~CompThink/

    o www.cs.cmu.edu/afs/cs/usr/wing/www/publications/Wing06.pdf

    o

    Computational thinking is a fundamental skill for everyone, not just for computer scientists. In addition to reading, writing, and arithmetic, we should add computational thinking to the K-12 curriculum.

    o ·

    Workshops

    Workshop 1: Introduction to Supercomputing

    90 minutes

    What can we do with Supercomputing?

    General presentation, similar to the work that Henry Neeman and Diane Baxter do: to the message of what is done with Supercomputing.

    What is Supercomputing? Henry’s presentation.

    What is Supercomputing... Teragrid, petascale computing, uses of supercomputing.

    Jumpstart

    http://www.psc.edu/eot/k12/jump.php

    Demonstration of the Project

    Two lessons, and explanation of howab to build the project, some uses.

    Resource handout as well as the resource link for Jumpstart.

    Computational Thinking

    http://www.cs.cmu.edu/~CompThink/

    Computational Thinking ‐ A Problem Solving Tool for Every Classroom

    Computational thinking is an analytical tool for problem solving with models and methods from computer science. It should be a subset of the analytical skills students have in math, science, social studies, the humanities and more.

    Computational thinking is a fundamental skill for everyone, not just computer scientists. Learn how to include computational thinking strategies in your classes and how to encourage your colleagues to engage their students in meaningful computational strategies. (handout)

    WORKSHOP 2: Computational modeling and curriculum

    90 minutes

    Demonstrations of curriculum (several K-12)

    Shodor examples

    Fire!, Probability, and Chaos

    Utilizes and reinforces concepts of probability, mean, line plots, experimental data, and chaos in analyzing a forest fire simulation. (Grades 6-8, Grades 9-12)

    https://www.shodor.org/interactivate/lessons/FireProbabilityChaos

    Predator Prey

    Rabbits & Wolves

    Simulation (http://www.shodor.org/interactivate/activities/rabbits/index.html, 04-25-2005)

    Could do the predator prey relationship from Project Wild to show the efficacy of the computer model.

    http://www.shodor.org

    Skilled professional sharing and showing the Shodor.org programs suggest using the ones on the Moodle:

    http://moodle.sc-education.orgUsers who have VenSim installed might enjoy trying out the ‘Princes and Princesses’ simulation available at:

    http://shodor.org/talks/ncsi/vensim/

    Resources Workshop One

    The Exploring Computer Science Curriculum ACM

    The Exploring Computer Science (ECS) materials provide daily lesson plans and resources which support the teaching of six instructional units:

    1) Human Computer Interaction

    2) Problem Solving

    3) Web Design

    4) Introduction to Programming

    5) Robotics; and

    6) Computing Applications.

    The curriculum adopts an inquiry-based learning model and each unit concludes with an in-depth project. The instructional materials have been developed for high school classrooms in the Los Angeles Unified School Dsitrict as an instruction tool for introducing students to the ‘computational thinking’ of computer science.

    Classroom Poster on IT

    Poster IT is all about me

    http://www.csta.acm.org/Resources/sub/CareersFile/connections_poster.pdf

    to order Cstephenson@csta.acm.org

    Visualizations

    http://tango.csc.smith.edu/dftwiki/index.php/Visualizations

    Panel Discussion on Digital Equity

    Bonnie Bracey Sutton, Ruthe Farmer, Vic Sutton, Bob Plants

    Or use local professionals.That works.

    Or use the digital generation youth stories to generate discussion

    Today's kids are born digital -- born into a media-rich, networked world of infinite possibilities. But their digital lifestyle is about more than just cool gadgets; it's about engagement, self-directed learning, creativity, and empowerment. The Digital Generation Project tells their stories so that educators and parents can understand how kids learn, communicate, and socialize in very different ways than any previous generation.

    Youth Stories

    http://www.edutopia.org/digital-generation-youth-portraits

    Video Source www.edutopia.org

    http://www.edutopia.org/digital-generation

    Edutopia's success stories about what works in public education revolve around six Core Concepts.

    Digital Equity Toolkit

    What is Digital Equity?

    http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_35_2007_2008_/September_October_No_2_/35248d.pdf

    Stuck in the Shallow End: Education, Race, and Computing

    Jane Margolis discussed their research on why so few African-American, Latino/a, and female

    high school students are learning computer science. They will argue that their study of computer science education reveals how inequality is reproduced in this country, despite the national hope and wish for technology to be a great equalizer.

    Resources Workshop 2

    Gender Equity

    Resource Box National Council of Women in Technology (NCWIT)

    NCWIT Resources provide information and statistics on girls' and women's participation, as well as practices and tools for increasing their participation.

    • The Multimedia page provides compelling audio and video examples of why women-in-technology matters.

    • Our collection of Assessment resources can help you figure out whether your current efforts are succeeding, and how to make them more effective.

    • Careers in IT offers a range of online options for those seeking a career in IT, from job boards to mentoring resources to women’s leadership training.

    • The Digital Library provides a portal to a broad range of resources, from K-12 through careers.

    • Partner Resources link to other organizations that share NCWIT’s mission.

    Here is an on-line Powerpoint on from CSTA that is very good:

    http://www.csta.acm.org/ProfessionalDevelopment/sub/CSIT09Presentation/owens.GirlsTalks.pdf.

    Young Women and Minority Student Outreach

    What Research Tells Us

    Time: 47:08

    In this video, Lecia Barker (National Center for Women in Information Technology) discusses research on best practices for outreach to young women and minority students. Lecia looks at the research evidence underlying the choices you need to make when doing a roadshow presentation, specifically why you choose the messages and the activities that you choose.

    4 years ago