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Www.engineeringthefuture.info PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Engineering the Future IEEE and Scottish Government, Stirling Management.

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Presentation on theme: "Www.engineeringthefuture.info PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Engineering the Future IEEE and Scottish Government, Stirling Management."— Presentation transcript:

1 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Engineering the Future IEEE and Scottish Government, Stirling Management Centre 14 th March 2011 Louise Hayward Professor of Assessment and Innovation University of Glasgow Engineering the Future: working together to enhance understanding, commitment and participation in engineering

2 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Science and Engineering Action Plan Engineering the Future – EPSRC, LTScotland/Scottish Government (Prof Gordon Hayward, Strathclyde (EEE), Dr Brian Stimpson; Glasgow Engineers, Prof Catriona Bryce, Technologists, Dr Jane Magill and educationalists, Prof Louise Hayward, Ernie Spencer, George MacBride; Development Officer, Dr Elsa Ekevall) Engineering the Future - working in primary schools Engineering the Future – sustainable development

3 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE EtF KEY AIMS AND APPROACHES Improve young people’s understanding of engineering as science in action, promote enthusiasm for it and raise its status as a valued and attractive profession Develop very good teaching of it in both schools (original project secondary, now also primary) and universities © ISTOCKPHOTO/MARTIN MCCARTHY

4 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE EtF KEY AIMS AND APPROACHES Develop and implement innovative and engaging engineering activities within the school curriculum through school/university/industry partnerships (EEE departments) through drawing on research about effective learning Embed engineering in Curriculum for Excellence in collaboration with policy makers and developers of the science and technologies curricula

5 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE PROJECT SUCCESSES Increased teacher awareness of engineering and the potential for linking it with physics and other aspects of science.

6 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE PROJECT SUCCESSES “Free-standing” engineering activities: Development of a games-based on-line engineering module, the Bio-dome (by TPLD, with the financial support of the Agilent Foundation).

7 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Holy Cross High School H -Strain gauge and Wheatstone Bridge Engineering the Future Secondary Projects Balfron High School S1 cross-curricular bat monitoring project Belmont Academy S3 - project on LEDs and photodiodes Lanark Grammar AH - Speed of Light, c and Mobility of Charge Carriers Dollar Academy S3/4 -new compressed course - Physics, Economics and Technological Studies Williamwood High School S1/2 - Security systems Dumfries Academy S1/2 Wind Turbines Balfron High School S3 Pimp my Trolley St Aloysius’ College S3 - radioactivity and nuclear physics Williamwood High School S3 -‘hidden circuits’ in ‘black boxes’ Lanark Grammar School S1/2 Engineering challenge St Joseph’s College S3 Radio project Holy Cross High School S3 -ultrasound St Aloysius' College S1/2 - Mars Rover Dollar Academy S1/2 - Watering plants with wireless communication Woodfarm High School S1/2 LED. LDR, thermistors

8 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE The Primary Project Working with local authorities to identify possible schools and teachers Range of approaches – link with other initiatives, eg, science PG programmes, open offer to all schools Wide range of schools, expert science teachers to little experience Discussions with teachers/headteachers re priorities in forward plans linked to Experiences and Outcomes – possible ideas developed Meeting with Engineers to explore possibilities...offer options....review with teachers involve learners....bring together engineering and pedagogy – inquiry based Using LTScotland framework linked where possible to Big Ideas ( Harlen, 2010)

9 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE West Dunbartonshire: Braehead Primary School Carleith Primary School Christie Park Primary School Haldane Primary School St Joseph's Primary School St Peter's Primary School North Ayrshire St John's Primary School, Stevenston St Mark's Primary School, Irvine St Peter's Primary School, Ardrossan Glasgow Dunard Street Primary School St Bridget's Primary School Stirling Balfron Primary School Braehead Primary School Killin Primary School Crianlarich Primary School

10 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Control of stage lighting systems Engineering the Future Primary Projects bat monitoring project renewable energy generation Movement to generate electricity Eg walking Model process for decontaminating soil Improving acoustics in hall Sustainable sustainable housing: properties of materials sustainable housing Reducing energy consumption Local history of engineering Understanding sound Making musical instruments Water purification Roman civil engineering ? Electric circuits and applications ? ?

11 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE What Matters in Sustainable Change? (Hayward & Spencer, 2010)  Previous models of change – DTIP, TSOT, ATIS, PRO  Innovations that are most likely to succeed are those with Integrity - Educational Integrity (matters educationally and that it leads to educational progress) - Personal & Professional Integrity (personal commitment from learners and teachers – fit with professional values and engaging teachers and pupils - Systemic Integrity (whole system in alignment, local/national policy, school policy, HMIE)

12 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Educational Integrity – WHY ENGINEERING IN THE CURRICULUM? Don’t assume everyone shares your perspective, for example, offer educational rationale - understanding and experiencing engineering is intrinsically valuable

13 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Educational Integrity - WHY ENGINEERING IN THE CURRICULUM? The idea that people think out how to create things we need and how to make them – and that these people are engineers - can be taught to children at all stages of education. Science and maths in action Mind stretching: problem solving Children enjoying the Siemens Discovery Box

14 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Educational Integrity- WHY ENGINEERING IN THE CURRICULUM? It necessitates active learning in real life contexts Solution-oriented problem-solving (linking science and enterprise) Thinking; applying knowledge; logic; scientific mindset; understanding principles relevant to problem/need Innovation, invention, creativity, effort, perseverance, responsibility (eg, meeting deadlines and budget) Collaboration, teamwork Understanding systems Testing solutions, modelling

15 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Educational Integrity- WHY ENGINEERING IN THE CURRICULUM? Almost all young people have no understanding, or a very limited stereotype, of the nature of engineering. Very few who do not have family connections to engineering pursue engineering studies/career.

16 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Educational Integrity- WHY ENGINEERING IN THE CURRICULUM? To ensure Scotland’s prosperity Wealth creation Innovations drive the economy, creating products which pay for welfare, health service, education… Core activity for national infrastructure, future development, manufacturing, security

17 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Personal and Professional Integrity Listen carefully to find connections with what matters to the teacher, the learners and the school Recognise that CfE is the only show in town and its aspirations match those of engineering (in class, science and engineering clubs, voluntary bodies, eg, guides/scouts) Work with teachers and learners to develop ideas (Pay attention to dignity:recognise difference (vconf – not) Recognise that this is only one of a number of priorities for schools and teachers

18 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Maximizing Impact: Working with Learners Curriculum Planning and Evaluation ‘Say if our teacher chooses our topic, like castles that we did last term, we got to choose what we are going to learn about it and where we were going to do it and where we were going to get information from.’ ‘if we do what we want to do, then we’ll learn it better but if it is all the teacher’s idea, then maybe we’ll say, hmmm.....’ ‘If they don’t listen they won’t know how to improve’ and ‘They might learn from us what they don’t know.’

19 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Maximizing Impact: Working with Learners Choice ‘We get personal projects from the beginning of the year until about past half way and you think of any subject you want…it has to be something you don’t know anything about, you need to learn about it…’ ‘We just got put into a pair and she’d had the pictures in a folder and she’d give you the article and you’d have to put the front page or the sports page or whatever you would be doing and you had to get it to look just as same as the front page.’

20 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Systemic Integrity Why we are here Schools Local Authorities National Organisations, HMiE, SQA, LTScotland National Government Policy Learned Societies Industry Research SchoolEngineering

21 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Where are we now? Very positive reactions to the engineering activities from both pupils and teachers: Pupils’ motivation/engagement; Pupils’ enjoyment of the hands-on nature of the work; Pupils’ recognition that this helps them to learn more effectively; Development of teamwork; Challenging nature of the activities - “they make you think”.

22 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE Where are we now? Stronger policy profile Ministerial references Science and Engineering Linked...but not yet embedded Engineering Portal through GLOW

23 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE WHERE ARE WE NOW? But engineering can still remain almost invisible. CfE curriculum guidance does not ensure that young people understand and experience engineering along with science and technology. Though engineering exemplification will be available to demonstrate possible approaches, there is no explicit expectation that teachers should enable all young people to be aware of and experience engineering and its links with science, technology and mathematics.

24 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE WHAT IS NEEDED? Continuing policy steer for more frequent and explicit reference to engineering linked to science, technology and mathematics in CfE. Active promotion of engineering as an important context for interdisciplinary studies from Early to Fourth Level Active promotion of engineering as an important context for Interdisciplinary Investigations in the Scottish Science Baccalaureate.

25 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE WHAT IS NEEDED? New partnerships Enthusiasts who understand both education and engineering to work with teachers, schools and local authorities Development of National Qualifications that reflect an expectation of engineering awareness within curriculum thinking. Support for CPD on engineering aspects of both science and technologies and of interdisciplinary projects, as part of the broader CPD provision.

26 PROFESSIONAL ADAPTABLE INDISPENSABLE INVENTIVE CREATIVE WHAT IS NEEDED – support for innovation? Creating teaching materials in engaging formats which provide and support professional learning Disseminating materials through such existing networks Making use of the facilities of Glow to support a range of professional learning g.uk/glowscotland/


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