From Science Education:
Yoon, et. al. (2013). The goal of this study at the Franklin Institute was to determine techniques to help guests learn while not interfering with the informal nature of the experience. They compared a mix of digital augmentation, graphic signage and paper feedback learning scaffolds. In general they found that learning increased as the number of scaffolds increased, but at a cost to the informal nature of the experience. For the full text of the article, contact Bryn Pernot.
From The Guardian:
The lead curator of “Collider,” the Science Museum, London’s new exhibit on the Large Hadron Collider reflects on the design process, from considering issues of scale, to how to explain highly complex and abstract scientific material, and the eventual decision to use a mixture of interactives, videos, and theater. In addition to presenting scientific content, the exhibit also focuses on the individuals who work at the European Organization for Nuclear Research (CERN) and the collaborative aspect of scientific discoveries. More information on the exhibit can be found on the Science Museum’s web site.
From MetroWest Daily News:
Using actual robots, interactive devices, and videos, “Robots and Beyond,” a new permanent exhibit at the MIT Museum, allows visitors to understand the complex engineering and computerization that has been occurring since MIT began studying artificial intelligence in 1959. The exhibit focuses specifically on the work that has been occurring at the Institute, aiming to teach visitors about the range of types and tasks performed by robots: from “sociable” robots that respond to tone of voice, to those that deliver medication in a hospital, to those that explore Mars. More information can be found on the MIT Museum’ web site.
From Digital Journal:
On November 9, Adler hosted “Girls Do Hack,” a one-day event dedicated to inspiring young women to pursue science careers. The event immersed 48 young women, ages 14 to 18, from Chicago Public Schools in activities that highlighted skills needed for STEM professions. The students were paired with STEM professionals, taking part in workshops that included developing mobile phone apps, robotics, exo-planet detection and more.
From The Journal:
A partnership among the University of Virginia’s Schools of Education and Engineering and the Charlottesville Public Schools has led to the launch of Buford Engineering Design Academy, a laboratory school for advanced manufacturing. The new academy is the culmination of work undertaken in a project called the FabLab Classroom, an NSF Innovative Technology Experiences for Students and Teachers award. For more information see the NSF Press Release.
A panel hosted by the University of Chicago Institute of politics asked key education experts and stakeholders, including Secretary of Education Arne Duncan and President of the Illinois Federation of Teachers Dave Montgomery, what challenges and opportunities the Common Core presents for students, teachers, administrators, and parents. In addition to looking at the Common Core on a national level, the panel also examined how it is playing out in classrooms across Illinois.
From The Chicago Tribune:
Earlier this month, the Chicago Tribune performed an analysis comparing the ACT’s definition of college readiness to Illinois’ definition, finding dramatic differences which could impact what figures parents rely on when choosing a high school or when gauging the expectations and learning atmosphere at schools. According to the ACT, only a quarter of Illinois’ 2013 graduates were considered ready for key freshman classes, while the state said that about 46 percent of those same students were prepared for college coursework. In addition to considering overall differences in definitions, the Tribune looked at high schools across the state to see how the ACT and Illinois compared in their definitions of college readiness.