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