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Innovations in STEAM Education and Design Research Conference: 9-10 May 2019

Page history last edited by Bjarnheidur Kristinsdottir 2 years, 5 months ago

 

AIMS

The aims of this conference are to develop and continue discussions on STEAM Education Research at this time focusing on innovations such as Augmented Reality, 3D Printing, Flipped Classrooms, Machine Learning, Robotics, Modelling etc. Presentations at the conference will enable us to learn about the work of colleagues locally and internationally to be able to develop collaborations in STEAM-related projects. This time we would like to further explore the role of educational innovations in STEAM education and advance our knowledge in supporting creative environments for learning. Thus, we hope that not only researchers, but also artists, teachers, teaching specialists and anyone wish to contribute to the topics will join us.

 

 

INVITED SPEAKERS

Andreas Stylianides, University of Cambridge, Cambridge, UK

 

M. Sencer Corlu, BAUSTEM Center at Bahçeşehir University, Turkey - Integrated Teaching Project: earlySTEM and LabSTAR 

 

Tomi Slotte Dufva, Aalto University, School of Arts, Design, and Architecture, Aalto, Finland - In the middle of zero and one: Grasping our post-digital world. 

 

Tim Brzezinski, Brzezinski Math, USA - Using GeoGebra 3D Graphing Calculator with Augmented Reality to Create, Build, and Test Models of Real World Objects 

 

REGISTRATION

We encourage colleagues to register for the conference as soon as possible and submit abstracts (max 200 words) by 30 April 2019:

 

PLANNED PROGRAMME

 

Wednesday - 8 May 2019

Design Research workshop with Andreas Stylianides, University of Cambridge (TBA)

Room - before lunch in Besprechungsraum-6 (BR-6) and after lunch in Altenbergerstr. 54

09:00 – 12:00 Introduction to Design Research (in BR-6)

12:00 – 14:00 - Lunch, LIT lecture

14:00 – 17:00 - Design Research Workshop (in Altenbergerstr. 54)

18:00 – ... - Dinner

 

Thursday - 9 May 2019

JKU Linz, Room - Besprechungsraum-6 (BR-6)  This room is in the Uni-Center, on the floor right above the MENSA

09:00 – 10:00 – Opening, Keynote - Tomi Slotte Dufva

10:00 – 10:30 – Coffee break

10:30 – 12:00 – Presentations, discussing STEAM Education Research (Kiladze, Andre & Zöttl, Kröhn, Zöchbauer, Aguilar, Bini)

12:00 – 13:00 – Lunch

13:00 – 14:30 – Presentations, discussing STEAM Education Research  (Hinterplattner, Skogø, Miron, Andjik, Weinhandl, Veress-Bágyi)

14:30 – 15:00 – Coffee break 

15:00 – 15:45 – Keynote - Tim Brzezinski

15:45 – 16:00 – Coffee break 

16:00 – 17:30 – Presentations, discussing STEAM Education Research (Winkowska-Nowak, Grine, LajosSencer/Kulaberoglu, Trappmair, Vágová, El Bedewy)

 

19:00 –  Dinner in the City Centre (Restaurant "Glorious Bastards") - Please sign up during the day to know the number for reservation

 

Friday – 10 May 2019

JKU Linz, Room - Besprechungsraum-6 (BR-6) This room is in the Uni-Center, on the floor right above the MENSA

09:00 –  10:00 – Keynote - Sencer Corlu

10:00 –  10:45 – Presentations, discussing STEAM Education Research (Kastner-Hauler, Budinski, Lieban)

10:45 –  11:15 – Coffee break

11:15 – 12:00 –   Presentations, discussing STEAM Education Research (Schallert, Jäger, Kristinsdóttir, Mead)

12:00 – 12:15 – Summary, plans, and closing

12:15 – 13:15 – Lunch

13:00 –  Open discussions, optional campus/city excursions

 

LOCATION

Directions: JKU Linz, Altenbergerstr 69, 4040 Linz
JKU Campus Map

 

PUBLICATION OF PAPERS

Publications of papers is possible in the K-12 STEM Education Journal 

Please contact Zsolt for further details 

 

ACCOMMODATION

Budget Accommodation is available at the Sommerhaus Hotel: http://www.sommerhaus-hotel.at/en/linz or Harry's Home Hotel https://www.harrys-home.com/en/linz/rooms-prices/

You can either book via the university accommodation-discount page https://www.jku.at/en/campus/accommodations/hotels/ or connect the hotel directly stating that you are attending the Creativity in STEAM Education Conference (code: STEAM Education) and receive a discounted price

If you have any difficulties with the accommodation you can contact: Barbara.Froehlich@jku.at

 

ONLINE STREAMING AND PARTICIPATION

You can also follow the conference online on JKU STEM Facebook page:

http://appear.in/jku-stem

YouTube streaming: Linz STEAM Education Channel or this link:

https://www.youtube.com/channel/UCWyTRzOHCcyjVk7lCvvoEZw 

 

PRESENTATION SLIDES

Press here to find a folder with presentation slides from the conference.

 

PHOTOS

Press here to find a photo album from the conference.

 

 

 

Registered Participants

First name Last name Institution Country
Gustavo Aguilar GeoGebra Institute of Uruguay Uruguay
Branko Andjik University of Montenegro Montenegro
Martin Andre JKU Linz & PH Tirol
Austria
Giulia Bini Università di Torino Italy
Tim Brzezinski 
Brzezinski Math USA
M. Sencer
Corlu 
BAUSTEM at Bahcesehir University
Turkey
Shereen El Bedewy JKU Linz Egypt / Austria
Kiss Ferenc Budapest Metropolitan University Hungary
Hassiba Grine

Cem lalaa Skikda

Algeria 
Sara Hinterplattner JKU Linz Austria
Markus Hohenwarter JKU Linz Austria
Clemens Jäger JKU Linz Austria
Oliver Kastner-Hauler PH Niederösterreich Austria
Anna Kiladze

LEPL Tbilisi Public School № 69

Georgia
Lilla Korenová Comenius University of Bratislava Slovakia
Bjarnheiður (Bea) Kristinsdóttir Unviersity of Iceland Iceland
Corinna Kröhn JKU Linz Austria
Nevzat  Kulaberoglu  BAUSTEM at Bahcesehir University Turkey
Zsolt Lavicza JKU Linz Austria
Diego Lieban IFRS / JKU Linz Brazil / Austria
Michael Mead Create Education UK
Veronika Miron

Institute of Polymer Product Engineering/JKU Linz

Austria
Adela Iuliana Muntean Babes-Bolyai University Romania
Stefanie Schallert JKU Linz Austria
Ronny Sitter

Center for teacher education/ University of technology Chemnitz

Germany
Jakob S.

Skogø

 

 

University College Copenhagen Denmark
Tomi
Slotte Dufva  Aalto-University 
Finland 
Andreas Stylianides University of Cambridge UK
Lajos Szabó University of Wisconsin  USA
Zsolt

Szilágyi

Budapest Metropolitan University  Hungary
Karin Tengler PH NÖ / JKU Linz  
Andreas Trappmair JKU Linz Austria
Eva Ulbrich JKU Linz Austria
Vilmos Vass Budapest Metropolitan University Hungary
Renata Vágová

Constantine the Philosopher University in Nitra

Slovakia
Ibolya Veress-Bágyi University of Debrecen Hungary
Robert
Weinhandl  JKU Linz  Austria 
Katarzyna 
Winkowska-Nowak
Florida Atlantic State University  USA 
Johanna
Zöchbauer  JKU Linz  Austria 
Melanie Zöttl  Leopold Franzens Universität Innsbruck
Austria 

 

Titles and Abstracts

Author (last, first) Co-authors Institution Country Title Abstract
Aguilar, Gustavo   GeoGebra Institute of Uruguay Uruguay

Imagine see and touch. Possible uses of 3D printed objects in mathematics class.

In this presentation I will introduce how I am implementing the use of 3D printed objects in the last year of secondary education. Also I will discuss possible uses of 3D objects in mathematics class, giving ideas and ways to motivate students. Some advices/problems on how to 3D print algebraic surfaces from GeoGebra will be part if this talk. 

Andjik, Branko   University of Montenegro Montenegro

Digital fabrication (3D printers ) as scaffolding tools peer-mediated interventions in inclusive education

Peer-mediated intervention is an approach which engages more classroom peers in teaching students with disabilities. Researches show the peer-mediated interventions increase social skills, social communication, and knowledge for both groups of students. Implementation of digital fabrication in peer-mediated intervention in a new approach which requires new research in this area. In this presentation we will present common teachers ideas which they indicate as a reason for the implementation of 3D printers) as scaffolding tools peer-mediated interventions in the inclusive classroom.

 

Andre, Martin Melanie Zöttl JKU Linz, PH Tirol, Leopold Franzens Universität Innsbruck

Austria

Combining Education for Sustainable Development and Statistics Education: Visual analysis of social and economic data with Gapminder

 

 

Humans are having major impact on the world’s ecology and earth processes. On the one hand, despite all technological advances, many countries, worldwide, are not able to offer basic social living standards to their citizens. On the other hand, planetary boundaries are exceeded at the same time. We should teach future generations, how to think and act in a way that social-economic needs may be fulfilled, without overshooting planetary boundaries. The Doughnut Economics (Raworth, 2012) is a model to illustrate these global development processes considering various factors of basic human needs and planetary boundaries. 

Based upon this, we have designed an interdisciplinary project focusing on the visual analysis of social and economic data. The aim of the project is to educate students in statistics and sustainable development at the same time. Using the software Gapminder and GeoGebra, the students work out the doughnut model by themselves to understand the development of different countries. By visualizing appropriate variables and interpreting these visualizations, students acquire important skills and competencies relevant for both, statistics and sustainable development education. After a brief introduction on the theoretical background, we will highlight some materials of the project and delineate first results of the study.  

Bini, Giulia Ornella Robutti Università di Torino Italy

Math on the Web: when Internet Memes ignite Mathematical discourse

 

 

Websites recently reported the news of a mathematical discovery in number theory, inspired by an episode of the popular TV series “The Big Bang Theory”. Last year an anonymous post on the social platform 4chan helped solving a 25-year-old combinatorics problem. XXI mathematics is no longer prerogative of traditional educational contexts: in fact, it can sprout extemporaneously but significantly almost everywhere.

One of the environments in which meaningful mathematical discussions arise naturally are social media groups dedicated to mathematical Internet memes (humorous digital objects, created by users and shared virally on the web). In recent years, these groups teemed within social media platforms and can count up to hundreds of thousands of followers.

Our project started with the aim of filling a research gap, exploring the didactic affordances of memes as innovative artefacts for learning mathematics at school. We imagined that, thanks to their creative and involving nature, they could be turned into a useful pedagogical technique for engaging students.

After several teaching experiments that allowed us to formulate and confirm a structural analysis of the meanings carried by a meme, we realised that, being memes web-born artefacts, to understand how we can do mathematics with memes in the classroom, we have to understand first how young people do mathematics with memes on the web.

The next steps of our research will therefore be addressed to analysing what mathematical discourse is ignited by mathematical memes on the web, and which mathematics emerges from these social interactions.

Brzezinski, Tim   Brzezinski Math USA

Using GeoGebra 3D Graphing Calculator with Augmented Reality to Create, Build, and Test Models of Real World Objects 

We will use GeoGebra 3D with Augmented Reality on mobile phones & tablets to BUILD 3D models of every-day, real-world objects. We will also be able to virtually "place" these objects within our surroundings to test their accuracy.  We will also explore means through which students can use GeoGebra 3D with Augmented Reality to create their own dynamic 3D mathematical art.  

 

Budinski, Natalia   Petro Kuzmja school Serbia

Creative approach supported with technology in teaching mathematics

The presentation discuss creative approaches in teaching mathematics, supported by technology. Different kinds of technology could be useful tools in creative approach in teaching mathematics. Examples from teaching practice collected during several years of creative approach application in mathematical classroom.

 

Corlu, M. Sencer Nevzat Kulaberoglu and Nil Cicek BAUSTEM at Bahcesehir University Turkey

Integrated Teaching Project: earlySTEM and LabSTAR

 

In this presentation, we will present two new developments in STEM Integrated Teaching Project since our last visit to Linz three years ago: The introduction of the AR technology into our earlySTEM program and the development of a low cost data collection tool. i) EarlySTEM program for K-4 primary schools interprets the cognitive process methods of the STEM: Integrated Teaching Framework under four different themes: My World of Machines, My Green World, My Computational World and My World of Imagination. Each theme centers on a different STEM discipline and authentic interdisciplinary problem. Five different resources are offered to teachers and students using the program: program books and its accompanying website for teachers that include lesson plans and rubrics for teachers, activity books for students, story books for students, Augmented Reality animations in iOS / Android and e-portfolio integrated assessment. ii) LabStar is a low cost just-in-time data logging device equipped with distance, temperature, humidity and several other sensors via its integrated external port. Supported by the InTeachLab app on iOS, students can collect data whenever and wherever their curiosity takes them. Data can be shared with and analyzed at a number of platforms, including your favorite spreadsheet software. LabStar has its own curriculum, too, which is developed by BAUSTEM with teachers for teachers, allowing teaching to not be limited to the classroom.
El Bedewy, Shereen   JKU Linz Egypt / Austria Real-time physical to digital modeling transformation with augmented reality TBA
Grine, Hassiba  

Cem lalaa Skikda

Algeria

Using Geogebra to create artistic paintings

 

 

The use of mathematics and technology in geometry-based art.

 

Hineterplattner, Sara   JKU Linz Austria

Interdisciplinary STEAM projects to promote gifted students

Waiting for others is very common in the classroom. If such waiting causes boredom, it can lead to dissatisfaction and frustration. Especially gifted students are at risk, because they have the potential to accomplish tasks faster than regular students. Keeping this in mind it sounds reasonable to think about projects to challenge gifted students during their regular classes. In this talk STEAM projects at the JKU Linz and at cooperation schools will be presented.
Jäger, Clemens   JKU Linz Austria

Supporting children from socio-economic disadvantaged homes with free private coaching following the principles of Deliberate Practice

In all countries and economies that participated in PISA 2015, socio-economic status has a large influence on students’ performance in science, reading and mathematics. The gap in science scores between socio-economic disadvantaged and advantaged 15-year-old students represents the equivalent of about three full years of schooling. One suggested approach to help mitigate the problem is that people in local communities provide after-school remedial support for students in need. Some of the recommendations of how this coaching should be conducted show similarities to the concept of "Deliberate Practise (DP)", which was drawn up by Anders K Ericsson. The insights of his studies of professional expertise range from the characteristics of ideal training environments with teachers and coaches, to the methods of fostering motivation by providing emotional support and attainable training tasks of a suitable difficulty level. The analysis of successful initiatives (for example the Canadian education initiative JUMP Math) and the scientific background of DP will be used to develop a training for voluntary coaches who are going to provide tutoring to children from disadvantaged homes. 

Kastner-Hauler, Oliver  
PH Niederösterreich Austria

Computational Thinking and the BBC micro:bit

"Computational Thinking" is being promoted using the single-board computer BBC micro:bit at school along with block-based programming and a haptic experience. "Coding and Making" has thus arrived in secondary education level I and are strongly supporting the dissemination of Digital Education. The evaluation for this project including feedback from learners and teachers was commissioned to Oliver Kastner-Hauler by the Austrian Ministry of Education. An overview and actual standings of the project will be presented.
Kiladze, Anna  

LEPL Tbilisi Public School № 69

 

 

Georgia

Constructing geometrical drawings using Mathematics, Art and Architecture

In this presentation I introduce geometrical drawings which include mathematical, artistic and architectural aspects, showing both 2D and 3D handmade mathematical artworks. We will see that perspective projection is not sufficient in order to create a 4D drawing. The presented drawings are connected to physics and at the same time mathematics, art and architecture.

 

Kristinsdóttir, Bjarnheiður   University of Iceland, School of Education Iceland Mixing task design and design research - an example In this presentation I will give insights into an example of how task design and design research can be used to develop further and define a new and innovative type of tasks. The tasks called silent video tasks are used in mathematics education and can be used for formative assessment in mathematics classrooms. I will explain what silent video tasks are and highlight some preliminary results from the research project.
Kröhn, Corinna   JKU Linz Austria

Integrated digital education - Computational thinking for everyone

Jeannette Wing defines computational thinking as fundamental skill for everyone. When Austria introduced the new mandatory subject “digital education” in September 2018 for all students in grade 6, computational thinking finally found its way into the school system. Schools can decide if they offer specific subjects or if they implement the curriculum in an integrative way in several subjects. However, schools still fight the problem who is teaching and how, because most schools just can´t install a stand-alone subject. This results in the fact that non IT teachers have to teach the contents of this curriculum, too. Subsequently there is a strong need for new materials that help teachers dealing with the unfamiliar subject. Hence, creative ideas for the implementation of the new curriculum are needed because the schools need support concerning the contents as well as teaching concepts and materials for a cross curricular introduction to computational  thinking. This paper takes a closer look on the first experiences with the subject “digital education” when taught integrated in non IT-subjects by teachers without computer science background. It further presents the results of a survey and interviews conducted in various Austrian schools concerning experiences and challenges around the implementation of the new curriculum. 
Lieban, Diego   IFRS / JKU Linz Brazil / Austria

3D printing in the school can be cool: sharing possibilities for connecting physical and digital approaches for mathematics teaching and learning

In this work, we present and discuss how some perspectives in combining 3D printing and digital resources could be integrated for the teaching and learning of mathematics. We aim to encourage students and teachers to model their own prototypes either for personal artistic projects or real-life demands to develop their creative thinking. Therefore, we have collected some open-ended tasks to support this approach at the same time that they trigger rich mathematics discussions. In this presentation, we hope to give some insights to show how mathematics, as well as art, is a field relying on creativity and imagination and how these skills can be practiced and nurtured in school environments.
Mead, Michael   Create Education UK Introducing support to teachers for 3d printing in education TBA
Miron, Veronika

Prof. Zoltan Major

 

 

Institute of Polymer Product Engineering/JKU Linz

Austria

3D-printing in Education

 

 

In the FFG-project "QuatroK - Kreative und kognitive Konstruktion mit Kunststoff" we have the aim to teach students between 6 and 18 years about materials, construction, design and 3D-printing. In this talk, I will give an overview on how the Institute of Polymer Product Engineering tries to reach people of all age groups to raise interest and understanding for these topics. A workshop concept where school kids go through a product design circle starting with sketching over CAD and 3D-printing is presented in detail. 

Schallert, Stefanie   JKU Linz  Austria 

Implementing augmented reality in flipped mathematics classrooms to enable inquiry-based learning

In traditional flipped classroom environments students have to watch videos prior to class and the in-class phase is used for different student-centered activities. But rather than simply presenting established facts or worked-out examples, the learning process in a flipped mathematics classroom can also be initiated with posing questions or problems and thus foster inquiry-based learning. According to Blooms taxonomy inquiry-based learning is fundamental for the development of higher order thinking. Only a few studies are available on how to design learning activities in a flipped classroom that encourage higher-order conceptual thinking. Furthermore, there is a lack of research highlighting how augmented reality learning activities can be part of flipped classroom environments. In my presentation I will display different flipped classroom scenarios where students through augmented reality activities have the opportunity to develop new knowledge that builds on their prior knowledge.

Skogø, Jakob S. 

 

 

Sara Hinterplattner

 

 

University College Copenhagen / JKU Linz Denmark / Austria

Part of the Game: Exploring Life Size Games with Gifted Students

In this presentation we will describe a game based experiment where gifted student are challenged in combining multiple disciplines like logical thinking, creativity or bodily-kinesthetic intelligence. They started by playing a game, analyzing it and transferring it to real life. At the end they took place at a life size game board to become part of the game. 

Slotte Dufv, Tomi
  Aalto-University  Finland 
In the middle of zero and one: Grasping our post-digital world. 
In this talk, Dr. Tomi Slotte Dufva will talk about his research and projects regarding the intersection between art, technology, and science. He will discuss his research on experiencing digitality, his teaching both at university level and with children in art & craft school Robot, and about the role of art in the digital society.  Tomi Slotte Dufva is an artist, teacher, and researcher. He did his doctoral dissertation on creative coding and post-digital art education, and he works as a lecturer at Aalto-University, the school of Arts, Design, and Architecture, specializing in emerging practices within art education. He is also the co-founder of art & craft school Robot that focuses on art & tech teaching for children.
Szabó, Lajos Sebestyen     USA New technologies and media in cross-curricular teaching: Mathematics and music interconnections in primary and secondary education  The overall aim of this project is to contribute to the development of technology-based, interdisciplinary education in primary and secondary schools, particularly through the conjunction of teaching music and mathematics. The research is divided into two groups of activities. The first focuses on the examination of prevailing mathematics textbooks, in collaboration with educators and pedagogic researchers, to find all curricular elements that can be clearly expressed through creative musical tasks, and thus integrated into a colorful and attractive educational program built upon the employment of computer technology and media. The second involves programming interactive STEAM exercises and assignments for young learners, and then testing this digital platform with both primary and secondary school students. 
Trappmair, Andreas   JKU Linz Austria

Testing of mobile augmented reality applications in a laborartory setting

 

 

Augmented reality (AR) technology has developed only quite recently to be implemented in mobile phones. Hence there is a lack of research on how such mobile AR applications can be tested in laboratory settings. In my presentation I will lay out a framework of a possible testing environment involving real world users (students). I will also give some examples of tasks especially created for testing the GeoGebra AR mobile application. 

Ulbrich, Eva   JKU Linz Austria Open access to open designs for STEM education TBA
Vágová, Renata  

 

 

Visualizing 3D shapes in lessons

Visualisation and students’ mathematical thinking are highly interconnected. Although it is possible to work in spatial visualisation without using some aspects of Solid Geometry, it is probably not possible to work in Solid Geometry without considering any aspects of visualisation. In this talk, I will give a short overview of the results of my pre-survey based on the observation of educational material usually used on solid geometry lessons at the three grammar schools, and the examination of students’ spatial ability level. In the end, based on the pre-survey findings, I will outline the plans for my PhD project on teaching solid geometry by using current technological resources. 

Veress-Bágyi, Ibolya Vértessy Balázs University of Debrecen Hungary

Augmented reality in probability and statistics learning

 

 

In the 3rd millennium, statistical literacy is extremely important. There is almost no area where we wouldn't need it. How can students consciously use their mobile devices in statistics learning? We can try to help them. There are some useful augmented reality application which are able to arouse interest and help them experience immersive learning. By using augmented reality apps, we can construct immersive learning environments (ILEs) where students are able to simulate realistic scenarios and environments which help them practice skills and interact with each other. In my presentation, I will talk about some useful augmented reality applications concerning of probability and statistics and I will present a pilot survey as well. The subject of the experimental lesson was how to make hundreds of throws without a dice and interpret the relative frequency. We used problem-based learning in the pilot survey, which means that they were alone with the task and with the mobile devices.
Weinhandl, Robert  
Johannes Kepler University Linz Austria Online Learning Environments in Continuous Professional Development TBA
Winkowska-Nowak, Katarzyna   Florida Atlantic University United States of America Challenges in sustainability of GeoGebra materials In this presentation, Dr. Katarzyna Winkowska-Nowak will talk about several concerns which come up with the connection to online materials to teach mathematics with GeoGebra for Middle Schools and High Schools in Poland.
Zöchbauer, Johanna  
JKU Linz Austria

A review of live session features in selected online collaboration tools for learning mathematics

 

 


Many online collaboration tools are available on the internet that can be used on both desktop and mobile devices. Teachers and students can use the power of those tools during mathematics lessons in various areas. Every tool provides varying features with a purposeful intention. Teachers can use such tools to share online resources with students, to prepare different kinds of activities and to see students’ responses in real time. I will focus on the features of selected online collaboration tools that can be applied in mathematics education, describe them and provide a table with an overview of classroom collaboration features. By doing that I discovered a lack of online collaboration tools that combine dynamic math element question types and live session features.

To find out if other teachers think the same way and miss such a new tool or what features teachers would find important for teaching mathematics in the classroom, I am conducting interviews with teachers who have experience in working with online collaboration tools. The goal is to find out which features are important for teaching mathematics, how such a new tool could look like and which functionalities this tool should have.

 

 

 

 

 

 

 

 

 

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