e.scape task

project e-scape Richard Kimbell evidence-based web-portfolios - to empower learning- for reliable assessment

in association with .

Technology Education Research Unit TERU Goldsmiths University of London

11project e-scape phase 1 (2004-5)proof of concept

phase 2 (2005-7)working prototype

phase 3 (2007-9)transferable and scalable

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e-learning in the context of workshop and studio practice in design & technology3 sterile environment screen focused facing forward 2nd hand experience

rich studio environment material focused surrounding / absorbing direct experience

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.the trace left behind from purposeful activity

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the drawing tool is critical to the activity

6 ideas are created and swopped around and extended by team-mates

7modelling remains central to the activity

design-talk as creative reflection

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capturing performance evidencesketching(and collaborating)photos of the state of playaudio reflections

video presentation

data and notes

mind-maps9the portfolio as a big-picture of the activity that can be dipped into for the detail

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a new paradigm e-portfolio performance emerges from linked sub-tasks (scaffolding) in real time not a 2nd hand re-construction the trace-left-behind by purposeful activity using multiple response modes (text/photo/voice/video/draw) evidencing teamwork absolutely safe in a secure web-site

11continuum of control tight control of tasks strict timings controlled response modes standardised portfolio

formal examinationsextended coursework projects learner autonomy of tasks flexible timings learner choice of tools customised portfolio

client/user can choose the degree of control12optional modes of operation:

wi-fi LAN in the classroom (flexibility within the LAN)from teachers laptop to learners devicesteachers laptop hoovers-up learners workuploads it to web-portfolios

USB hybrid e-scape-on-a-stick(flexibility across devices and spaces )learners have individual USB with e-scape embeddedworking on a networked device - portfolio builds automaticallyworking remotely - work is saved to USBwhen USB is inserted in a networked device - work uploads

direct over the internet(flexibility across networked devices )teacher & learners logged onteacher distributes taskslearners work dynamically uploaded into web-portfolios

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design & technologysciencegeography

14the science taskIn this activity you are going to be investigating some of the science behind road safety. You will become the scientific advisers to the road planners outside this school, trying to improve pedestrian safety. You will use your scientific skills and imagination to:Interpret dataSet up a scientific investigationMake judgements based on evidence15Explain scientifically why the speed of the vehicle is the most important factor for pedestrian safety

Use at least two of these words in your answer: distance, time, force, energy, momentum

16SpeedThinking distanceBraking distanceTotalstopping distance20 mph1.5 car lengths1.5 car lengths3 car lengths30 mph2.5 car lengths3.5 car lengths6 car lengths40 mph3 car lengths6 car lengths9 car lengths50 mph3.5 car lengths9.5 car lengths13 car lengths60 mph4.5 car lengths13.5 car lengths18 car lengths70 mph5 car lengths19 car lengths24 car lengths

Stopping distanceSpeed of carStopping distanceSpeed of carStopping distanceSpeed of carStopping distanceSpeed of carABDCwhich of the graphs best fits the data ?17

.. investigating how the speed of a vehicle affects the impact force on a pedestrian..18

..what will happen at different speeds ?

19Speed of trolleyForce of ImpactAttempt 1Attempt 2Attempt 3AverageAverageAttempt 1Attempt 2Attempt 3#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!#DIV/0!

A trial run then a real set of data 20an equation to describe collisions Ft = mv mu

F is the forceT is the time taken for the force to act (assume this is the same) M is the mass of the vehicle (stays the same?)V is the velocity just before the collisionU is the velocity after the collision (zero)

How does this equation explain your results?

211. 20mph zonesAverage speeds within zones reduce by 9mph and accident frequency reduces by 60%Overall reduction in child accidents = up to 67%Overall reduction in cycle accidents = up to 27%Traffic flow within zones reduced by up to 27%(Source TRL Report 215 - Review of Traffic Calming Schemes in 20mph zones)

2. Road Humps100mm high raised junctions achieved reduction of up to 12mph and subsequent likely accident reduction of 60%.75mm high flat-top road humps and 80mm high round-top humps achieved a 10mph speed reduction and a likely accident reduction of 50%.(Source TRL Report 482 The Impacts of traffic calming measures on vehicle exhaust emissions)

3. Vehicle Activated Signs Mean speed reductions at speed limit signs of between 3-9mphMean speed reductions of up to 7mph at junction and bend warning signsMean speed reduction of up to 4mph on safety camera repeater signsOverall one-third reduction in accidents at trial sites(Source TRL Report 548 - Vehicle Activated Signs a large scale evaluation)

4. Speed Cameras42% reduction in the number of people killed or seriously injured (KSI) at camera sites29% reduction in pedestrians killed or seriously injuredaverage speeds at all new sites fall by around 6% or 2.2mphthe number of vehicles speeding at new fixed camera sites drop by 70%(Source:The national safety camera programme: Four-year evaluation report)

How could they get these data ?Does your data help to decidewhich would be best ?22continuum of control tight control of tasks strict timings controlled response modes standardised portfolio

formal examinationsextended coursework projects learner autonomy of tasks flexible timings learner choice of tools customised portfolio

client/user can choose the degree of control23

Bath Spa University and AstraZeneca Science Teaching Trust - e-scape for science/technology at KS2

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Western Australia Curriculum Councilsolar water purification for a camping trip

an Engineering task using the on-line mode

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