Coronavirus (Covid-19): Latest updates and information
Skip to main content Skip to navigation

TPM 4 Project Implementation Agenda

Jonny, Elizabeth, WMB, Piet, Margriet, Jen, Meg, Chris Hall, Shri, Ant, Carolina. Karl, Ilkka?, Ashley?
Apologies: Hamish, Dimitris, Peter and Michal?


The agenda for the final project implementation meeting wlll be informed by the following overview of the original proposal, which we shall systematically and critically review.

The CONSTRUIT! project proposal revisited ...

"A strategic partnershp addressing more than one field"

Overview of project: in retrospect

"Experiencing and reflecting on the practical progress on making construals over the course of the project ..."

Reviewing key points in the proposal

1. The most relevant priorities addressed by the project (p27)
  • Revising and strengthening the professional profile of the teaching professions
    • recognising the state of the profession [being realistic about what is feasible, pressures they are under]

  • Promoting the professional development of staff and youth workers in ICT methodologies
    • Established a network
  • ICT - new technologies - digital competences
  • New innovative curricula/educational methods/development of training courses
  • Open and distance learning
    • Piet: Can't be self-driven
2. Deliverables "results expected during the project and on its completion": (p28)

An open online course on making construals

- A curriculum for making construals
- An open source environment for making construals
- Resources illustrating e.g. how construals can be used to create OERs for a variety of target groups and application areas.

Variety of examples
- need tuning / pruning
- support for lower level activities that will promote adoption of construals
- need for course where the environment is introduced (addressing question; "Can I do this?"]

These are the components of Intellectual Output O1.

To be added: instructional video / walkthroughs / ordering construals

A report contextualising 'making construals', relating it to other work, identifying its qualities and limitations, detailing its potential for application, strategic significance for teaching and learning in Europe, and future prospects, to include:

    - documented case studies of learning experiments conducted to test the claims made for 'making construals'.

      - an account of how making construals is related to other practices in computing and technology-enhanced learning with which it shares a common orientation and similar aspirations

        - a discussion of future directions for education, training and youth work with specific reference to the evolution of ICT practices and the future of computing education.

        Better understanding of what real target?
        Appreciate its role as a constructivist approach -- but more also? (Piet)
        Interfaces to users:
        teacher needs to feel ownership, be able to adopt and integrate (cf. use-modify-create)
        Shri [Jisc experience] seeing the potential for open online [consult also email]

        KK had in mind a very ambitious application with need for 'data observables'

        primary school teachers unexpected potential
        [cf. Scifest experiences, esp year 1, small primary school integrated curriculum]

        could have distant effects i.e. teachers influenced even though don't yet adopt]:
        should not underestimate this [Piet]

        [KK] improved understanding of the context
        -- not ready for a complete open online course yet:
        but can address the question "what can be done at this stage?"
        -- make examples specifically to show this potential

        [Jen] What can be learnt from our struggle to attract wider interest in particular contexts
        [schools, CAS, PPIG, Constructionism, ...]
        and successes [e.g. Maths Ed]
        Good to record through interviews with key people,
        and record where the project team has explored applications

        [Chris Hall] Should not under-estimate the holistic nature of the teaching / learning role
        it is a multi-facetted process e.g.
        - how to support team skills needed to make construals/ soft skills
        - importance of making the tool approachable even without reference to concepts behind
        - the caring teacher is very important to learning
        - teaching proof in mathematics is much more than logic
        - "learning how to learn"

        cf. Richard Cartwright:
        - teachers like teacher of a musical instrument:
        make learner sensitive to the computer as an instrument

        - genres of use for construals: private interaction, inter-personal negotiation / epistemic role




        This report will draw upon the Intellectual Outputs O2 and O2.

        Publication of joint research papers involving members of the project team

        Re-implementing the proposal form in the MCE ...

        3. Implementation framework (p30)

        Structured around the six claims for investigation (p24-25)

        MC1a. Principles and concepts for making construals
        MC1b. Principles of construal comprehension
        MC2a. Collaborative construal construction

        collaboration such as had with Peter and Michal in Year 1 / as in construit.c7
        - but also as in the re-use illustrated in trig model of Eemil etc
        holistic term: don't need to interpret in a narrow sense
        - e.g. if the weaker student can explain
        "object-to-converse-with"

        [Piet] not to under-estimate the value of 'noise' -- exposing different perspectives to each other
        - interrupting thought can be valuable


        MC2b. Instrumenting construals for interactive assessment and evaluation

        instrumenting data -- experimental activity
        data analytics -- time stamp / timeline

        constraining context for interactive assessment
        [distilling specific-to-construal exercise interactions]
        tailored JS-Eden


        MC3a. Deriving OERs from construals
        MC3b. Other applications for making construals

        More details of the six claims for investigation. [Allusion to Spreadsheets in Education]

        [KK] referring to the 'think hard' - 'simulate' gap, and the role that spreadsheets play here

        Cooperation and communication within the project refers to "the possibility of exploiting online construals themselves as a novel means of electronic communication" (p27).

        4. Target groups (p34)

        - schoolteachers (MENACE pilot project): Edumotiva C14, C2/C15, C16, Warwick CAS/MOOC

        - HE students: C5, C6, C7 / Edinburgh online students

        - SciFest: C8, C9, C10 / Warwick IGGY

        O3 claims refer to "organising activities with learners from particular groups (such as female learners, the
        visually impaired, retired people or young unemployed)" and with/without experience of other varieties of programming ["JS-EDEN vs Java vs Imagine Logo in a Hackathon competition", "experts in Imagine Logo, agent-based systems or spreadsheets"]

        Visual impairment: Exhall Grange School [Chris Hall]
        Hackathon -- Jonny's vision: event with teacher and expert pairing
        [Peter] Drink machine example

        Virtual Workshops

        "allow students who attend learning activities in person to follow up online".

        "address a specific topic and lead to the development of appropriate shared OERs"

        Examples:

        classroom topics (trigonometry or matrix algebra)

        recreational topics (chess endgames)

        domestic faciliity (central heating system)

        [Quartet in the role of tutors to recruit other experts from diaspora]

        [Piet] overall summary re potential for open online application in VWs
        - too fast, not for beginners
        - should make something for the complete beginner
        The "organiser" alluded to in "organising activities with learners from particular groups"
        has to be advanced
        cf. explaining the generic essence of construal simply in three minutes

        Overview of project: current concerns
        5. O1: An open online course as a practical resource for 'making construals' (p35)

        Scheduled for August & September 2017 ...

        O1-A17 Finishing (p43)

        Finalising and documenting resources relating to the OOC / MC3

        - curriculum for making construals: based on MC1, MC2 and MC3

        Workshops on Arduino, Sound / Artiphon and 3D modelling, ICE etc

        O1-A18 Reporting

        Reporting on resources relating to the OOC / MC3

        6. O2: Evaluation of the OOC (p44)

        Scheduled for August & September 2017 ...

        O2-A5 Analysis of MC Activity for C7, C10 C16 (p46)

        O2-A6 Reporting on analysis of the OOC / MC3

        7. O3: Evaluation of claims for making construals (p47 - as described here)

        Scheduled for August & September 2017 ...

        O3-A5 Evaluation of claims MC3 (p48)

        O3-A6 Reporting on claims MC3 (p49)

        8. O1-A19 Completion

        Drawing together the components MC1, MC2 and MC3 for final review


        Overview of the project: looking to the future
        9. Follow up: Impact (p63-64)

        "a paradigm for co-construction of OERs through a cumulation of incremental interactions with a
        construal that can at all times be understood through its close relationship with our lived experience"

        [Example construals such as: seasons of the year, mobile phone operation, appreciating cricket]

        HE students encouraged to be creative problem solvers and lateral thinkers

        addressing problems concerned with the interoperability of OERs

        "expect to enhance the expressive power of the MC instrument to allow web resources of a very
        general nature to be readily integrated with it. This will highlight the clear potential for interdisciplinary applications."

        bring unity to science and arts and humanities in practice not just in principle

        deploying in other countries?

        "The impact of the project on the participants will be measured by the extent to which they find it congenial and feasible to apply 'making construals' in ways that promote active and creative learning."

        10. Dissemination to be reviewed (p64-65)

        Rene Alimisi to review with input from Piet, Hamish and Warwick pedagogy team

        Stakeholders:

        Internal :

        • Individuals supporting learning and teaching (teachers, tutors, learning technologists, educational developers, curriculum designers and more)
        • Learners (registered students, potential applicants, and alumni)
        • Groups responsible for sharing good practice and training staff (e.g. Learning Technology Centres)
        • Groups preparing lecturers and post-graduates for internal teaching qualifications
        • Those in Education Departments responsible for (national) initial teacher training qualifications

        External:

        • Educational institutions of all kinds
        • Public authorities and policy makers (local authorities, governmental Departments and agencies, those responsible for qualifications at all levels)
        • Subject communities (for example the Computing at School initiatives, and Mathematics teaching and learning communities, but including employers and professional bodies)
        • Individuals supporting learning and teaching (teachers, learning technologists, educational developers, curriculum designers and more)
        • Learners at all stages – school and college students, life-long learners, retired people

        "we have something special and innovative to offer but that this involves changes in educational cultures"

        "Each partner will undertake dissemination in their respective country"

        Dissemination activities:

        • website with links to "suggested activities" and "a multimedia library"
        • leaflets and bi-annual newsletters
        • conference and workshop presentations
        • social media presence
        • professional bodies, administrative authorities and policy makers
        • Erasmus+ dissemination platform
        • Virtual Workshops (in total 10 planned)