Did you ever wonder about how people who work in science, arts, design or engineering share their ideas? How do discoveries become something that people know and talk about? How do we know and understand what each other’s ideas are? How can I share with you a new idea or what I have been thinking??
This is a fun interactive course for little people to share big ideas!!
Over the next two hours you can learn and share your ideas in ways that people in science, arts, design and engineering do…Step by Step…
Susu H. NOUSALA
Date: 19:00-21:00， 11th April Sat. 2020
日期： 4月11日周六晚上 7:00-9:00
Place：ZOOM Online lecture
Theme：Academic thinking and writing for very young future systems and design thinkers
Session 1 – What to expext…
第一部分 – 讲座概述
Session 2 – Academic writing (Academic Writing and Systems Thinking Processes)
第二部分 – 学术写作(学术写作与系统思维过程)
Session 3 – Who will you tell your ideas to? (Who is your Audience)
第三部分 – 你会把你的想法告诉谁?(你的听众是谁?)
Session 4 – Why do I share ideas? (What is your purpose? Why are you doing this?)
第四部分 – 为什么我要分享想法？（你的目的是什么？你为什么要这么做？）
Session 5 – I want others to understand me! (Structure and Organization)
Session 6 – You and I don’t talk about things in the same way… (Let’s talk about writing styles)
第六部分 – 我们谈论事情的方式不一样……(让我们谈谈写作风格)
Session 7 – How do I share your ideas and what you think? (Qualifications and Strength of Claims)
第七部分 – 我如何分享你的点子和想法?（阐述的质量和强度）
Session 8 – How do I share other people’s ideas? (Citations)
Currently a Professor with the college of D&I, Tongji University, head of Creative Systemic Research Platform with a focus on urban systems, intangible cultural spaces and networks. Previously a Senior Research Fellow at Aalto University with CS (Creative sustainability program), course developer and project coordinator for Aalto LABS (a CS project activity). She has also been awarded an on-going Research Fellow at GAMUT, Faculty of Architecture, Building and Planning, University of Melbourne, Australia (current). Susu has been visiting professor at ChiangMai University (Thailand) with the faculty of Management business administration, carrying out knowledge management projects. She was also a founding member and co-director of Kororoit Institute (KI), Melbourne Australia (KI is interdisciplinary research on complex and chaotic systems). Susu was a Research Fellow at RMIT University, Design and Social Context, managing and researching for National and International projects. Previously trained and worked in Art and Cultural heritage and material conservation for various major institutions in Australia, England, France, Holland, USA and Singapore. To date she has chaired and co-chaired at numerous international symposiums and conferences, is author and co-author for more than 60 refereed journal, conference papers and book chapters. She has received academic and international awards for research and teaching projects and has been an invited guest and keynote speaker for major for both academic and industry. She has also been successful in working with many multi and trans-disciplinary teams and projects globally.
Ideas for how to overcome issues that teachers new to project-based learning frequently encounter.
By John McCarthy
October 23, 2019
In effective project-based learning (PBL) experiences, students are actively engaged in decision-making, confidently manage their team’s shared accountability, and develop quality products and performances. Many schools achieve this success, while others struggle. When a PBL unit doesn’t achieve the expected outcomes, the teacher, especially if they’re embarking on their initial attempt with PBL, may find that their difficulty arises in one or more of those three common areas.
PBL is a great structure for students to practice collaboration within teams. Done well, group work guides team members to help each other understand the content and tackle complex tasks that build deep knowledge of core concepts.
Problems occur when some students do most of the work. The team collaborates on not working together. Sometimes this happens because one or more students refuse to do the work. Other times it happens because one or two members do not want others involved, fearing that their grade will be damaged by the efforts of peers they perceive as having lesser skills.
Solution: Make all graded assignments individual tasks—don’t give any grades for group work. Taking grading out of the equation enables students to focus on the work without concern that peers’ efforts might affect their grades, and it encourages all students to participate. Teams work together to collect data and complete tasks for the purpose of building understanding through mutual support. Students take the results from the collaborative work to complete individual assessments. Ultimately, each learner must show what they know and do not know.
Three strategies for supporting students in working together effectively:
•Establish guidelines that include roles and responsibilities.
•Provide criteria and logistical checklists for each role.
•Coach students on how to collaborate.
Another reason not to have group grades is to eliminate false data. With group grades, students who do little work or who don’t participate may get a higher grade than they should based on true performance. Such grade inflation hides gaps in concept learning. The teacher lacks accurate data to help the student grow, creating later struggles with progressively complex skills because of missing foundation knowledge. And learners who do high quality work may get a low grade because of the work done by other team members, leading the teacher to see phantom gaps in learning that do not exist. This assessment fog creates extra and unnecessary work for the teacher.
Lack of student buy-in can occur when a project behaves like a traditional unit. A common clue is the types and purpose of the assigned products. Products presented in class or posted on school walls are a good start, yet PBL units can be so much more valuable to students when they are developing answers and products for a person, group, or organization who will value the finished work.
Solution: Put a face to the audience. Make student work truly public. Dayna Laur, author of several books on implementing PBL, says, “Use experts to design challenges and provide feedback to learners.”
Invite someone to tell students how much their search for solutions or ideas will be important for that person or organization. Meeting face-to-face or virtually has the powerful effect of giving students’ work a larger purpose. You can bring in experts or people affected by a problem that students are exploring, or set up video calls for this purpose. Guide students to see themselves as working in the profession so that their practices are authentically connected.
If possible, invite these sources to listen—in person or via video meetings—to students’ progress reports and give feedback, and then have students close the project with a presentation or publication provided to the outside audience.
Many students feel like passive participants in their education—and many education experiences lead them to that—so teachers who want to set up powerful PBL experiences first need to guide students to take the lead in their learning.
Solution: Include student voice above choice. People own their learning when they have decision-making on what and how they are learning. Giving choices is a starting point, not the final solution. Choices are designed by the teacher. Once students design their own choices within the PBL structure, they have more buy-in to truly express themselves.
•Provide assessment criteria and leave the product format open-ended, so students can choose, for example, to make a short film or produce a newsletter or write a traditional essay—any product that meets the criteria is OK.
•Use protocols that enable students to lead the learning activity, such as Chalk Talks, a silent discussion on chart paper, or Save the Last Word for Me, a small group reading-comprehension discussion protocol.
As an important content of the comprehensive practical courses, the FABO research project utilize university resources and cultivates students research and innovation abilities through the PBL and scientific study. Through systematic training, PBL research projects combines the discipline knowledge with science and design, and Form a portfolio, create inventions, research papers and other achievements, while preparing for domestic and international science
FABO course would not let any students fall behind. The course continues the characteristics of MIT online course: Online and offline teaching mode, combining the ideas that “hands-on ability”, “cooperation”, “laboratory immersive experience” with online “collaborative teaching” and “multi platform interaction”. Training students to master the future learning style！
The world is witnessing digitization and has been changing rapidly. People summarize these unseen changes in human history with “Exponential Change”, “Augmented Thinking” and “The Coming Singularity ”. We will usher in an era of technological-innovation, and artificial intelligence will be integrated into the society and people’s lives. What kind of capabilities are needed to adapt to these new changes?
Education in farming society is by word of mouth and by text in the modern industrial age. What is the educational mode of artificial intelligence era? It is digital education and creativity education! The work for people in the future to do will include more creativity. Therefore cultivating creativity is the primary and paramount goal of education for children.
In FABO, there are domestic and overseas academic mentors accompanying the children throughout the whole course, teaching them the way of learning and letting them experience the cutting-edge technology. The slogan “Learning by Doing, Learning by Playing” involves brainstorming and hands-on practice, which will lay a solid foundation for kids’ mindset and interests in mathematics, physics and computer science.
This course is to explore our planet from an observer’s perspective, to take a close look at the living condition of animals and plants, to feel the invisible nature forces, to understand the current pollution problems, and to think about how we can protect this wonderful planet and improve the living condition of beings. Focusing on these fields, combined with the study of digital fabrication skills, students will build several short-term individual projects.
Students will have chance challenging the impossible perpetual motion machine, designing their own LED spinners base on the same principle; folding paper microscopes and observe micro-worlds; mixing light sensitive chemicals and making cyanotypes with sunlight; learning about plastic types; and learn simple graphical programming software, make interactive animal toys, etc.. The most recent digital fabrication skills will be introduced along the projects, including 2D computer drawing, laser cutting, 3d modeling and printing, and basic electronics. Students get to form a preliminary impression on subject including physics, chemistry, and biology, exercise their hands-on DIY skills, and improve creativity and artistic aesthetics. This course also trains students in soft skills such as presentation and teamwork.
Interdisciplinary learning: understand basic knowledge from physics, chemistry and biology
• 设计、个性化和制造几个小的项目，培养创新思维 Design, plan, personalize and fabricate several small projects, form creative thinking
• 组合使用各种数字制造技术和工具 Work with a combination of various fabrication techniques and digital tools
• 掌握基础图形化编程软件使用方法，用简单输入输出设备实现互动 learn to use basic programming software to realize interaction with simple input and output devices
• 加入艺术的视角，提高动手制作能力 Improve hands-on DIY skills with art perspective
• 增强环境保护意识，且能通过项目表达自己的态度 Develop awareness for environmental protection, and able to express attitudes through projects
• 了解可持续发展目标，用设计思维改善现存问题 understand SDG (sustainable development goals), use design thinking to solve existing problems
Through project-based learning, students can not only combine physics, chemistry, biology, digital manufacturing, art design, basic circuit and other related disciplines to integrate learning and application, but also cultivate the basic attitude of problem-solving.
• 重心量测\Center of gravity measurement
• 平衡点量测\Balance point measurement
• 能量转换\energy conversion
Electronics programming knowledge:
• 基础回路设计\Basic circuit design
• 图形化编程软件的基本功能\basic function of programming software (mixly)
• 输入及输出组件控制\Input and output component control
• 编程逻辑设计\Programming logic design
• 颜色搭配原则\Color matching principle
• 构图原则\Composition principle
• 能量转换\energy conversion
• 基本力学\forces and mechanics
• 三维空间\3D space
• 三维空间概念\3D concept
• 结构角度计算\Structural angle calculation
•观察及探索自然材料特性\Observe and explore the characteristics of natural materials
•学习显微镜原理和使用\learn to use microscope and its working principle
•观察溶液间混合后产生变化的效果\Observe the effect of change after mixing between solutions
Get to know the earth; observe our cities and living environments; and imagine the functional forms of future architecture. Learn 3D modeling and printing to build models for the future buildings you envision.
Learn about the evolutionary history and current living condition of animals on Earth.
Learn basic programming with mixly, and create your own interactive animal friends.
Understand the existence of microorganisms, make a foldable microscope, and observe the world that is hard to see with the naked eye. Get to know plants, learn how to compress the plant materials found in nature into specimens, and try to use the ancient cyanotype technique to make art works.
Challenge to make the impossible perpetual motion machine, and feel the relationship between friction and movement. Based on the same principle, learn 2D computer graphics, laser cutting, design and make your own fidget spinners.
Learn about the influence of plastic pollution, plastic classification principles, recycle standards, and how to reuse plastics.
Learn to compress the collected plastic bags into new raw materials, and make them into practical items such as bags, lampshades, greeting cards, etc.