STEM +Towards Smart PartnershipsAndDynamic Learning Communities

Kim FlintoffLearning Futures

Curtin Learning and Teaching

Educational Futures

IMAGINE:

Students undertake to explore the development of the human heart through dance using robotics interacting with medical imaging of heart embryology, a living heart grown from stem cells and 3D printed hearts as various stages of development and at various scales serving as set and scenery in their performance which will be simultaneously live-cast to the world.

STEM School Education Strategy

“When Australian Education Ministers signed up to the Melbourne Declaration on Educational Goals for Young Australians in 2008, they identified literacy and numeracy and knowledge of key disciplines as the cornerstone of schooling for young Australians. They also recognised that schooling should support the development of skills in cross-disciplinary, critical and creative thinking, problem solving and digital technologies, which are essential in all 21st century occupations.

These objectives lie at the core of the national science, technology, engineering and mathematics (STEM) school education strategy.”

What is STEM?

“STEM education is a term used to refer collectively to the teaching of the disciplines within its umbrella – science, technology, engineering and mathematics – and also to a cross-disciplinary approach to teaching that increases student interest in STEM-related fields and improves students’ problem solving and critical analysis skills.

STEM sits within a broader foundational knowledge base and the teaching of STEM is a part, albeit important, of a balanced program of learning.”

Silos, pigeon holes, and boundaries

In the corporate world silos are considered a sign of organisational dysfunction; but in education?

STEM is an incomplete framework

Even when advocating for STEM many educators still operate with a silo mindset

STEM +

STEM is not the core of education

The “subjects” simply provide the context for developing what’s most important.

STEM +

The challenge is to extend the focus of the “+” in STEM+ to be a more inclusive mindset - engaging the metaphorical, critical and creative dimensions of human activity.

STEM +

The “+” ensures that engagement does not hide behind “utilitarian purpose” and the social and culture dimensions that drive scientific enquiry/discovery, technological innovation are revealed explicitly. Society drives these changes and responds to the changes.

STEM +

The “+” introduces the political, philosophical and ethical dimensions that can be lost when economics and industry are the only drivers.

STEM +

The “+” provides the reasons and rationale for STEM.

Interdisciplinarity is not new

"One of the things that I have observed is how increasingly the fields of sociology, bioethics, and economics are necessary to execute our missions in the apparently harder sciences as we move ahead."Jeffrey Wadsworth

Interdisciplinarity is not new

"We are not students of some subject matter, but students of problems. And problems may cut right across the borders of any subject matter or discipline.”

Karl Popper

Interdisciplinarity is not new

0128Computational Pedagogyfrom literacy to fluency; from using to making; from watching to creating

CodingTransform learning

Fluencies

Hacking

Making

Pedagogical Transformation towards Computational Thinking

Coding

Transform learning

Fluencies

Hacking

Making

from literacy to fluency; from using to making; from watching to creating

Challenge-based strategies

Challenges, Quests and Projects

• Student choices = engagement moments

• New aggregations = unintentional actions & products

• Game-based = guidance feedback + rewards

Challenge

The Room Metaphor (Seymour Papert, Mitch Resnick)

Challenge-based Learning

Challenge Thinking

https://www.linkedin.com/pulse/efforts-address-unconscious-bias-changing-behavior-mary-l-martin%C3%A9z

School re-organisation

• Timetabling - How does it enhance the ability to work in an interdisciplinary mode?

• Access to resources – as required or according to schedules?

• Vertical limits – are students enabled to exceed teacher expectations?

• Learning Design - Who decides about learning?

• Motivation – what drives learning; curriculum or curiosity?

Some tough questions:

Learning Space Design

Spaces should reflect pedagogical shifts

• Connectivity with diversity• Co-invention/co-creation with

separation• Leading and following• Enhancing constraints and removal of

inhibitors• Explaining less and welcoming error

McWilliam, E. and Dawson, S., 2008

Learning Space Design

Features of Next Generation Learning Spaces:

• Versatility – what else can they space do?

• Adaptability – how does the space change?

• Occupancy – private, public and shared?

• Proximity – what spaces are nearby?

• Connectivity – what connects and extends this space?

Flintoff and Broadley 2015

Learning Space DesignCurtin has redeveloped a number of its existing teaching and learning spaces with the goal to transform learning at the University. These vibrant new spaces have been designed to increase student engagement, foster collaboration between staff and students and provide flexible, technology-rich environments which support active student learning.

Serious Games

Naturally integrate bigger knowledge systems – expanding the scope rather than adopting reductionist approaches

Serious Games

Game-like Challenges

• Games are natural, engaging, fun & effectiveGames help practice skills, test ideas, form habits for success (e.g. grit), and to explore complex systems

• Today’s students are ready to learn this wayStudents readily accept computers as helpers, repositories of knowledge, and for communication

• New affordances for learningGlobal access, transparency of goals, social learning, practice arenas, visualization, immersion

Experience Authoring

Transmedia Storyboard Experience-First Learning

Interactions vs TextInterdisciplinary Research

Play TestingDrafts & Iterations

Quality ChecksIterate

WH

AT & H

OW

Alternate Reality Learning Experience

SCORCH

STEM+ networkSchools

State Education Systems

Catholic Education

Universities

Independent SchoolsIndustry

Government

Professional Associations

Cultural Institutions

Cross sector models for engagement and service provision might reflect the interdisciplinarity required and could act as models within school structures for curriculum planning and learning engagement.

STEM+ network

STEM+ in action