LAB OF TOMORROW project: A constructionist approach in
science teaching through emerging technologies
IST-2000-25076IST-2000-25076
M. Apostolakis,
Ellinogermaniki Agogi
EUN School Networks conference
14th – 16th February 2003
The Lab of Tomorrow project
• The framework
• The consortium
• The Description
• Classroom activities
• Human centered design
• Evaluation scheme
• Conclusions
“To improve the quality and accessibility of learning at primary and secondary school level through embedded IST, in particular addressing knowledge and skills required by future citizens of the Information Society”
• Main Objective of the School of Tomorrow Action Line
The framework
The Lab of Tomorrow Consortium
• ICCS / NTUA, Coordinator, Greece • UNIV. OF BIRMINGHAM, United Kingdom• COREP, Italy• ANCO SA, Greece• UNIV. OF DORTMUND, Germany• ELLINOGERMANIKI AGOGI SA, Greece• 4 EUROPEAN HIGH SCHOOLS, Germany,
Austria, Italy
Project’s Objectives
– connection between everyday life and science lessons using new educational tools and learning environments
– development of a pedagogical framework that will allow successful application of the emerging technology in everyday learning
– enhancement of a constructionist approach in science teaching – equal and parallel development of pedagogical and
technological innovations– development of a concrete evaluation scheme of educational
and technological aspects
Project’s description
• Wearable computers and intelligent sensors will be used to guide students through the learning process in science.
• Fundamental physical laws in engineering and physics can be addressed through everyday-life activities and the analysis of the data that will be collected by some intelligent artifacts.
• Students will be able to graphically view all physical quantities under study using a Software Interface.
“Lab of tomorrow” project proposes the introduction of an innovation into everyday teaching:
Kick life into the classroom
The implementation scheme for the Lab of Tomorrow project.
PEDAGOGICAL PATHWAY
TECHNOLOGICAL PATHWAY
First meeting Second meeting Students’ projects(Technological and (Assessment of the Test Run)Pedagogical design) Teachers’ workshop Toys, wearables Closing conference
(Presentation of the prototypes) available (Presentation of the results)
Development ofthe prototypes
Test Run Validation andredesign
Final Run –phase A
Final Run –phase B
Classroom activities
Test Run (3 months)Final Run A (4 months)Final Run B (4 months)
in each of these cycles of the school-centred work
less and less guidance is needed
Final Run (Phase A)
• During this phase students and teachers will follow the constructed lesson plans, by using the already developed tools. The main purpose of this phase is to get both students and teachers familiarized with the new approach and the new tools and prepared them for the final and most important cycle of the school-centred work
• Feedback - Improvements to the tools
Final Run (Phase B)
• During the last phase students and teachers will be able to study any aspect they consider important by using the tools and the Axions. Additionally, at this stage students will have the opportunity to propose new wearable sensors and ergonomic solutions, providing thus their input in the co-design of the toys and wearables.
Human Centred Design - Axions
Sensvest:Initial
concept
Distribution of load
2-axis accelerometer
Digital Thermometer
Insert Microphone
Piezo-electric Pulsetransducer
9V Battery Mitsubishi M-16 LCD LED
Bench Model
SensVest 1.0
Sensors, Displays and Processor laid out on shirt on desk
Wearing SensVest 1.0
0
200
400
600
800
0 20 40 60 80 100
Time (seconds)
Acc
eler
atio
n (
mV
)
sit
stand
w alking running jump
SensVest 1.1
Smart clothing able to record:• body acceleration• arm acceleration• body temperature• heart pulse rate• leg acceleration
Axion Ball
Compass, accelerometer and GPS in a ball
Axion Ball
Teachers training
Test Run
Test Run Video
Lesson Plans
• adapted to national curricula• simple experimental activities
Evaluation of the didactic approach
The evaluation of the proposed didactic approach
will be performed on three aspects:
• evaluation of student’s learning,
• evaluation of the underlying pedagogical
framework and
• ethnographic evaluation.
Evaluation procedure
• Development of the research plan • Test design• Measurements (Test Run)• On field observations (Test Run)• Measurements (final run) • On field observations (final run) • Statistical analysis• Evaluation report
Evaluation schedule (Final Run)
Experimental Group
TIMSS IIITIMSS III ICTICT
Additional TestsAdditional Tests
Control Group
TIMSS IITIMSS II ICTICT
TIMSS IIITIMSS III ICTICT
Additional TestsAdditional Tests
Phase A
Phase B
TIMSS IITIMSS II ICTICT 0. month
4. month
8. month
Vid
eo D
ocum
enta
tion
Vid
eo D
ocum
enta
tion
pre-test
post-test
Conclusions
The presented pedagogical concepts govern the scientific research in the fields of Pedagogy and
Educational Technology. This research is in principle necessary to be performed in a large
multinational community for science advance and broad benefits. The developed tools are results of collaboration of complementary expertise in the
fields of technology, communications, basic research, educational software development, education, science teaching and pedagogical
psychology.
Lab of Tomorrow
www.laboftomorrow.org
The project is being carried out in the framework of the IST programme of the European
Commission
Top Related