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Saturday, June 04, 2016

Students, especially girls, benefit from using robots to learn math | Napa Valley Register

"American Canyon high school and middle school students have so enjoyed working with robotics that they sometimes don’t realize that they’re also learning mathematics in the process." continues Napa Valley Register.

Photo: FreeDigitalPhotos.net

This kind of learning has delighted educators and parents, particularly with respect to young girls, who often struggle or lose interest in math and science once they reach middle school.

“What kid is not going to like playing with robotics,” said American Canyon Middle School Principal Dan Scudero. “They don’t always realize they’re learning math at the same time initially. Later on they realize, ‘Oh, I’m learning math,’ and having fun, which is what it should be.”

Scudero’s school originated the robotics program in American Canyon four years ago. There, math teacher Tammy Lee first introduced sixth graders to small modular robots called Linkbots in one of her classes.

The addition of robotics excited many students at ACMS, including sophomore Sara Jahangiri and freshman Katrina Cole, both of whom are now at American Canyon High School.

“It’s just a great experience,” said Jahangiri. “The main reason I do it is because of the team. I play sports but robotics is always a team I can depend on. We work well together, and we learn together.”

Cole said she enjoyed math before working with Linkbots, but also admitted the subject was challenging for her at times when she was younger.

But “when we were able to incorporate robots in it, it helped you pick up on the topics quicker” in math classes, she said.

Her mother, Melissa Cole, has seen nothing but good things come of her daughter’s participation in robotics.

“She has grown with it [the program],” said Melissa Cole outside ACHS teacher Scott Marsden’s classroom, where high school robotics has steadily grown the past two years.

When Katrina was in seventh grade and preparing to attend UC Davis’ C-STEM Day, a type of Super Bowl for Linkbot students, her mother remarked how good the activity was for her math skills.
Read more... 

Source: Napa Valley Register 

The Greatest Philosopher You've Never Heard Of | NPR

Follow on Twitter as @AdamFrank4
While Western philosophers relied on reason and logic to source arguments, Buddhists, like Eihei Dogen, attempted to develop refined methods for articulate, focused introspection, says Adam Frank, co-founder of the 13.7 blog, an astrophysics professor at the University of Rochester. 

School of Athens by Raphael 
Fine Art Images/SuperStock RM/Getty Images 

Let's be honest. When most of us talk about philosophy — the hard-core, name-dropping, theory-quoting kind — we're talking about a particular lineage that traces back to the Hellenistic Greeks.

But consider, for a moment, the fact that over the last few thousand years there've been a whole lot of smart people born into a whole lot of highly sophisticated cultures. It is, therefore, kind of silly that we limit "philosophy" to mean "philosophy done by dudes who lived in Europe a long time ago." That gripe was the main point of a very pointed piece in The New York Times last month titled: "If Philosophy Won't Diversify, Let's Call It What It Really Is." 

Of course, given how much my field of physics owes to the rich philosophical tradition of "The West," I do count myself as a big fan. From Plato's Doctrine of Ideals to Spinoza's Ethics, Western philosophic perspectives laid bare core issues that were transformed into really good things, like science and democratic political thought. But as The Times piece shows, it doesn't do much good imagining that Europe cornered the market on creative thinking about being human.

That's why, today, I want to tell you about Eihei Dogen. 

Dogen was a 13th century Japanese Zen teacher who is considered by many to be one of the world's most profoundly subtle and creative thinkers. Now some might object that being a Zen master automatically knocks you off the list of great philosophers. Taking that position, however, misses how closely the history of Western philosophy is tied to the monotheistic religions it grew along with. Also, there is quite a bit of debate about how Buddhism stacks up as a religion to begin with (at least in terms of how we in the West think of the word). Buddhism contains no conception of deity and has a highly evolved monastic tradition that contains at least some elements of empiricism in its emphasis on direct experience and investigation.

But what were Buddhists like Dogen investigating — and what does it have to do with philosophy? For Buddhists, a central concern is the act of being a subject. That means the dynamics of the verb "to be" as a lived experience is often the focus of Buddhist philosophical inquiry.

For Western philosophy, this kind of question usually hinges around debates over the mind-body problem. Buddhist (and Vedic) philosophers had these kinds of debates, too, but they also had something their Western counterparts didn't.

While Western philosophers relied solely on reason and logic to source their arguments, Buddhists attempted to develop refined methods for articulate, focused introspection. The term used today is "contemplative practice." Sometimes the word "meditation" is used, though it doesn't come close to doing the concept justice. Like graduate students working on a Ph.D., aspiring contemplatives spent decades refining their techniques. The big difference, of course, is that for contemplatives the techniques were aimed at the stabilization of attention rather than statistical analysis or genetic manipulation. Once mastered, the stabilized attention is meant to be turned on questions about the nature of awareness. (As a side note, the "mindfulness" many Westerners are being introduced to today is a great start, but pretty much represents the bunny hill of contemplative practice.)

Dogen was a master of "zazen," the particular flavor of contemplative practice developed in Zen. Many of his writings are attempts to help his students understand the importance of, and approach to, this practice. But Dogen also tries to explain what is found, what is discovered, in zazen — and it's here that many find his genius.
Read more... 

Source: NPR  

Appreciating a Multigenerational Higher Education IT Workforce | EDUCAUSE Review

This article is drawn from the recent research by the EDUCAUSE Center for Analysis and Research (ECAR) on the evolving IT workforce needed to support contemporary models of IT service delivery and the emerging world of analytics. The research provides a general picture of the state of the IT workforce, as well as explores the roles, competencies, and career trajectories of incumbent (and aspiring) senior-most leaders in information technology, security and privacy, data, and IT architecture. The research will define professional competencies and lay the foundation for tools that can guide professional development and career planning.



Photo: Eden Dahlstrom
Eden Dahlstrom, chief research officer for the Data, Research, and Analytics (DRA) unit at EDUCAUSE summarizes, "According to a study published last year by the Pew Research Center, the United States recently passed a milestone in the U.S. workforce: there are now more Millennials in the workforce than any other generational group (see figure 1)."

1 Millennials were born between 1981 and about 1997, Generation Xers were born between 1965 and 1980, and Baby Boomers were born between 1946 and 1964.2 The youngest members of the Millennial Generation are just now entering the workforce, and the oldest members are growing their careers. The youngest Boomers are in their peak productivity and wage-earning years, whereas the oldest members are retiring from the workforce. Gen Xers are situated firmly in the middle.

Why do generational cohorts matter?3 After all, they are stereotypical characteristics attributed to a group of people who happen to be born within about twenty years of one another. Like most other stereotypes, these cohorts tend to be based on a sliver of truth, and from a practical perspective, the oversimplified generalization of traits allows us to create mental shortcuts and categorize an otherwise complex world. To use my own example, I am a Gen Xer, and I have eight direct reports: two are firmly defined as Millennials, two are on the Millennial-Gen X cusp, and the remaining four are entrenched Gen Xers. I report to a Boomer. I interact with all three generations on a daily basis, as do most of you reading this article. Understanding a little bit about the core work-related values of a multigenerational workforce can help optimize the work environment, leverage natural generational attributes, and maximize productivity. In addition, we can't stop the hands of time: all of us will move on in our career paths and will eventually retire to enjoy our golden years. One day a Millennial will have my job, and presuming stability of the position, a Post-Millennial will have the job after that. 

As more and more Millennials are integrated into higher education work teams, an understanding by Gen Xers and Boomers of the next generation of IT workers and leaders—and Millennials' understanding of the current generations—will help colleges and universities maintain business continuity during the generational transition. Millennials bring a fresh perspective to the table. Their youth can infuse energy into teams, and their lack of entrenchment in the ways things have always been done can help others embrace transformative innovation opportunities. In the first quarter of 2015, the overall U.S. labor force was composed of 34 percent Millennials, 34 percent Gen Xers, and 29 percent Boomers.4 For comparison, the recent survey by the EDUCAUSE Center for Analysis and Research (ECAR) reported 12 percent Millennial respondents, 47 percent Gen X respondents, and 41 percent Boomer respondents (see figure 2).5 Either ECAR surveys don't appeal to Millennials or there is an underrepresentation of Millennials in the higher education IT workforce. A recent Computing Technology Industry Association (CompTIA) study, Managing the Multigenerational Workforce, points to the latter. Only 19 percent of 18- to 24-year-olds in that study say they are interested in an IT career.6 This isn't very promising for members of the higher education IT community, who will need to backfill positions vacated by retiring Boomers and career-building Gen Xers. 
Read more... 

Source: EDUCAUSE Review

10 Great Resources Every Science Course Writer Can Use | A Pass Education Blog

"Writing a course in science and starting from scratch can be daunting. Here are ten great resources presented within a three-step framework to help you along the way. How to get started? Begin with the end in mind." reports Kathryn Eller as below.

Photo: A Pass Education Blog

Step 1. Define objectives built from standards.  
What will the student be able to do in order to show understanding? For K-12 courses, most of this work is already done for you. This brings us to the Next Generation Science Standards (NGSS). NGSS represent a recent movement to include engineering practices along with a modernized scientific method and inquiry-based approach.  

Another great source for standards? Education World National Science Standards. This site packs loads of information guiding you through the National Science Education Standards (NSES). Similar to NGSS, inquiry and hands-on activities are stressed, but there is no direct link to engineering.

Looking for help with writing a college course? Everything you need and more is at The National Academy of Sciences. Here are links to ddesigning a college science course and an extensive list of readings and websites relating to curriculum, course and program design, and assessment.

Step 2. Lessons and Assessment.

Okay, you have your objectives and standards, the next step is to add some lessons and determine how they will be graded (aka assessment)! Great ideas for K-12 curricula can be found at The Lawrence Hall of Science. Among many other projects, Lawrence includes the Full Option Science System, a fantastic hands-on curriculum that provides kits, computer simulations, assessments, readings and so much more—all linked to either the NGSS or NSES, plus the Common Core.
Read more... 

Additional resources
Developing mathematical content is no easy task. Here are six things every math course writer must know before diving into lesson and assessment development.

Photo: A Pass Education Blog
 
6 Things Every Math Course Writer Must Know by Liz Arcand.

Source: A Pass Education Blog 

Friday, June 03, 2016

Principles of Effective College Teaching | Magna Publications

"This online, on-demand course will give grad students, teaching assistants, and new faculty the information and confidence they need to be an effective college instructor. Learn how to effectively design a course, create exams, manage content, increase student engagement, deal with common classroom challenges, evaluate learning, and more." writes Magna Publications.

Photo: James Lang
Led by James Lang, PhD, director of the Center for Teaching Excellence at Assumption College, the online course provides evidence-based pedagogical advice on how to effectively design a course, create exams, manage content, increase student engagement, deal with common classroom challenges, evaluate learning, and more.

Because it’s self-paced, you can complete the course on your own timeline, and assessments built into the course ensure that you’re staying on track and retaining valuable information. In addition to the video-based presentations, you’ll also get expertly developed supplemental materials, including resource lists, that you can reference right away or long after you’ve finished the course.


Specifically, in Principles of Effective College Teaching you will learn how to:
  • Apply key principles of learning to course design and delivery
  • Develop course frameworks that naturally foster intrinsic motivation among learners
  • Articulate course learning objectives and construct meaningful assessments from those objectives
  • Plan class activities that promote active learning
  • Provide feedback that inspires further learning
Knowing your material is certainly critical for a successful academic career. Knowing how to teach it is just as important. Principles of Effective College Teaching will teach you the fundamentals of higher education instruction.
Read more...

Source: Magna Publications

The scientist's guide to summer reading

Summary
Convinced that the secret to a sniper's success is all in his aim? You're underestimating the role of Velcro. Think that artisanal cheesemakers represent the ultimate rejection of mainstream science? Think again. From an upbeat meditation on death to a snarky critique of economics, this year's picks offer delightfully unconventional perspectives on a range of scientific topics. Join a birdsong expert as he ditches academia for a cross-country bicycle tour, embrace the unknown in an exploration of the cosmos, and get lost (pun intended) in a quest to uncover the implications of modern mapping technologies.


ILLUSTRATION: BENEDETTO CRISTOFANI
Groovy Science - Reviewed by Monique Dufour

The reviewer is at the Department of History, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061, USA. Email: msdufour@vt.edu 

Long-haired surfers catching waves on handcrafted shortboards at Laguna Beach. Women practicing home births as a form of “spiritual midwifery” on the famous Tennessee commune, The Farm. Psychologist Timothy Leary, “the most dangerous man in America,” imploring us to “turn on, tune in, and drop out.” These are quintessential images of American counterculture. But Groovy Science will make the reader see them in a surprising new way: as significant scenes of encounter between counterculture and science. 

Groovy Science:
Knowledge, Innovation, and American Counterculture

By yoking together the words “groovy” and “science,” editors David Kaiser and W. Patrick McCray refute three durable notions about science in the 1970s: that the counterculture was antiscience, that science was languishing in a rather moribund phase during this period, and that mainstream researchers lived and worked apart from the counterculture that seemed to spurn them. Instead, the 12 essays that make up Groovy Science demonstrate that people and groups strongly ensconced in the counterculture also embraced science, albeit in untraditional and creative ways. 

Groovy science was hardly a singular, coherent movement, but the book's four sections create some conceptual order around the ways that people connected science and counterculture. In “Conversion,” neurophysiologists, chemists, and physicists recast Cold War science by simultaneously rejecting “the megamachine” and adapting its “resources and forms of knowledge … toward new ends.” Those engaged in “Seeking”—the book's second section—pursued science as a path to countercultural virtues such as authenticity, cooperation, and environmentalism. The “Personae” in part three—Immanuel Velikovsky, Timothy Leary, and Hugh Hefner—seized mass media to fashion themselves as science-minded iconoclasts. And in “Legacies,” we discover the unacknowledged influence of groovy science on contemporary commonplaces such as sustainability, innovation, and organic food.
Read more...

The Unknown Universe -  Reviewed by Megan Engel

The reviewer is at the Rudolf Peierls Centre for Theoretical Physics, University of Oxford, Oxford OX1 3NP, UK. Email: megan.engel@physics.ox.ac.uk 

Every clear night, 300 quadrillion particles of light are fired by an enormous laser at mirrors less than half a meter wide on the Moon, allowing scientists to measure the Moon's orbital motion with extreme accuracy and precision. The handful of particles that make it back to Earth deliver vital information: whether or not Einstein's theory of gravity continues to correctly describe nature. So far, it does. But as Stuart Clark suggests in The Unknown Universe, breakthroughs happen when a “brave scientist [throws] away a cherished assumption,” rather like Einstein himself did in overturning Newton's understanding of gravity.

The Unknown Universe:
A New Exploration of Time, Space, and Modern Cosmology

This title will be released on July 5, 2016. 

As the current gravitational framework has been verified to one part in 1013, the scientists conducting the lunar laser ranging experiment are certainly brave for maintaining confidence that there's “a deeper theory of gravity to be found.” According to Clark, they exemplify “the true gold standard for science: constant self-questioning.”

The book's scope is admirably broad: Instead of delving directly into modern cosmology, Clark journeys outward through concentric circles of human discovery of the cosmos, highlighting unknowns at every scale: from the Moon, whose origins are still uncertain, to the Sun, whose magnetic cycles remain baffling. He proceeds from our solar system—which, according to some astronomers, likely contains undiscovered giant planets—to galaxies and the universe at large, whose dynamics are so perplexing that scientists have invoked “dark matter” and “dark energy”—so named because of their wholly mysterious nature—as explanations. Clark's narration is accessible to any reader with basic mathematical understanding, but it is also enriching for specialists, providing ample references to technical papers for further reading.

Source: Science

PhD: The Musical – coming soon to a university near you | Times Higher Education

Follow on Twitter as @jgro_the
With PhD students now presenting doctoral findings in the form of a cabaret or video documentary, is it time to ditch the thesis and viva? asks Jack Grove, reporter covering issues affecting careers in higher education, in particular matters relating to early career academics and PhD students.
 
Big show: Geof Hill says supervisors should advocate styles suited to students.
Photo: iStock

The PhD viva is notorious for being a nerve-racking experience, but imagine the butterflies if you had to deliver your doctoral defence in the form of song and dance.
That may seem like a far-fetched – and, frankly, terrifying – proposition, but the days when all doctoral students simply handed over a sheaf of spiral-bound paper ahead of their viva are long gone.

With practitioners from a wide range of artistic and creative professional backgrounds now seeking doctoral qualifications, many research supervisors are asking whether the traditional model of PhD assessment still fits academia in the 21st century.

Geof Hill, reader in education at Birmingham City University, who performs Stephen Sondheim musical songs in class, believes that doctoral supervisors – particularly in artistic fields – should consider whether their students should present their work in more innovative ways that are aligned with their subject.

So could a cabaret performance really count as a PhD? Dr Hill believes so.

Indeed, he used song and dance when taking his own doctoral degree in 2002, despite it causing a “ruckus” at the time.

“Someone working in a conservatoire with an opera background might traditionally be asked to present their doctoral research in a written format, but highly creative people used to making things fun might want to think about a different research methodology,” said Dr Hill, one of the speakers at the UK Council for Graduate Education’s annual conference in Liverpool, which takes place on 4-5 July.

“Throughout history, the idea of research has changed – it used to concern experiments on human bodies and then work done in laboratories, but performance is now counted as research,” he explained.

Doctoral students might also present their work in the form of a video documentary that explores aspects of their research subject, thereby making the issues discussed far more accessible to a wider audience than a traditional PhD thesis wedged on a dusty library shelf, Dr Hill said.

“You might have a potter who would explain the certain choices made in the firing process – the different chemicals or methods used – which is a different way of thinking about research,” he said.

A recent photographic exhibition featuring images of heart bypass patients was another good example of communicating the results of research, which presented the human side of medical interventions more effectively than simply publishing a journal paper, Dr Hill said.

“The explosion of new technologies also means many more things are possible,” he added, saying that some research should be communicated via tweeting.

He recognises that the approach is unconventional and contested, but research supervisors should be willing to advocate more innovative styles that are suited to the talents of their students.

“I’ve been an educator for almost 40 years and it seems like I’ve been on the battlefield fighting for different approaches to research and teaching for this time,” Dr Hill said.

“It’s important that people understand that research is a highly disputed territory, but if you can find a way of drawing out students’ strengths, then you should argue for something different,” he added.

Taking an unusual approach to PhD study makes the need to demonstrate academic rigour even more important, Dr Hill adds.
Read more... 

Source: Times Higher Education

Best practices for higher-ed improvements | Laura Devaney, Director of News, K-12 and Higher Education

Follow on Twitter as @eSN_Laura
notes,Did you miss some of our best news stories this week? If you did, don't worry, because we're recapping some of that news right now, including: helping institutions take hold of innovation; higher-ed metrics that can really benefit students; and 15 revelations from NCES."


Catch up on the most compelling higher-ed news stories you may have missed this week.

Each Friday, Laura Devaney will be bringing you a recap of some of the most interesting and thought-provoking news developments that occurred over the week.

I can’t fit all of our news stories here, though, so feel free to visit eCampusNews.com and read up on other news you may have missed.

In this week’s news: 


Photo: eCampus News

Op-Ed: Why innovation-desperate higher ed needs to break its shackles
Outsourcing and technology adoption are booming in higher education, as student demographics change and learning models evolve. There’s an inherent challenge: as the complexity of delivering personalized, student-centered education increases, institutions run the risk of ceding their independence to outside entities in the name of innovation.

Read more... 

3 higher ed metrics that can truly benefit today’s students
The Institute for Higher Education Policy (IHEP) has produced a comprehensive new report that details the importance of a proposed new higher ed metrics framework that aims to better represent and inform students of all backgrounds.

Read more...

15 higher education revelations from NCES
It’s nice when trending assumptions get fact-checked. Using a more formal description, the National Center for Education Statistics (NCES) released its “Condition of Education” report for 2016, required by Congress to measure key indicators on important topics and trends in U.S. education.

Read more... 

UF, Elsevier maximize impact of research articles
The George A. Smathers Libraries at the University of Florida (UF) and Elsevier have embarked on a pilot project to maximize visibility, impact and dissemination of articles by UF researchers that have published in Elsevier journals. Starting today, article links and metadata are automatically delivered to UF’s institutional repository (IR@UF) through ScienceDirect application programming interfaces (APIs) that are freely available to libraries.

Read more...

Additional resources
Catch up on the most compelling K-12 news stories you may have missed this week.  


Photo: eSchool News
Helping schools transition to innovative practices | eSchool News 

Source: eCampus News  

Wednesday, June 01, 2016

Teenage brain on social media | UCLA Newsroom

Photo: Stuart Wolpert
"The findings in a new UCLA study shed light on the influence of peers and much more" notes Stuart Wolpert, UCLA News Office.

When teens saw their photos with a large number of likes, UCLA researchers observed activation in the brain’s reward regions.

he same brain circuits that are activated by eating chocolate and winning money are activated when teenagers see large numbers of “likes” on their own photos or the photos of peers in a social network, according to a first-of-its-kind UCLA study that scanned teens’ brains while using social media.

The 32 teenagers, ages 13-18, were told they were participating in a small social network similar to the popular photo-sharing app, Instagram. In an experiment at UCLA’s Ahmanson–Lovelace Brain Mapping Center, the researchers showed them 148 photographs on a computer screen for 12 minutes, including 40 photos that each teenager submitted, and analyzed their brain activity using functional magnetic resonance imaging, or fMRI. Each photo also displayed the number of likes it had supposedly received from other teenage participants — in reality, the number of likes was assigned by the researchers. (At the end of the procedure, the participants were told that the researchers decided on the number of likes a photo received.)

“When the teens saw their own photos with a large number of likes, we saw activity across a wide variety of regions in the brain,” said lead author Lauren Sherman, a researcher in the brain mapping center and the UCLA branch of the Children’s Digital Media Center, Los Angeles.

A region that was especially active is a part of the striatum called the nucleus accumbens, which is part of the brain’s reward circuitry, she said. This reward circuitry is thought to be particularly sensitive during adolescence. When the teenagers saw their photos with a large number of likes, the researchers also observed activation in regions that are known as the social brain and regions linked to visual attention.

In deciding whether to click that they liked a photo, the teenagers were highly influenced by the number of likes the photo had.

“We showed the exact same photo with a lot of likes to half of the teens and to the other half with just a few likes,” Sherman said. “When they saw a photo with more likes, they were significantly more likely to like it themselves. Teens react differently to information when they believe it has been endorsed by many or few of their peers, even if these peers are strangers.”

The study is published today in the journal Psychological Science.
Read more...  

Source: UCLA Newsroom

The largest ever supercomputer generated math proof is at 200 terabytes | Techworm

Photo: Kavita Iyer
"Supercomputer cracks the Boolean Pythagorean, generates math proof of record 200 terabytes." reports Kavita Iyer.


Three computer scientists have announced the largest-ever mathematics evidence by solving a single math problem using a supercomputer to toil through over a trillion color combination possibilities. The end result: a text file that comes in at a gigantic size of 200 terabytes.

In their paper uploaded to the preprint server arXiv, Marijn Heule with the University of Texas, Oliver Kullmann with Swansea University and Victor Marek with the University of Kentucky have named the math problem as Boolean Pythagorean Triples problem. It was first proposed back in the 1980’s by mathematician Ronald Graham. He also offered a prize of US$100 for anyone who could solve it. Earlier this month, he duly presented the cheque to one of the three computer scientists, Marijn Heule.

The problem asks if it is possible to colour each positive integer either red or blue, so that no trio of integers a, b and c satisfy Pythagoras’ famous equation a2 + b2 = c2 and all are the same colour. For instance, for the Pythagorean triple 3, 4 and 5, if 3 and 5 were coloured blue, 4 would have to be red...

The study has been published on Nature.
Read more...  

Related link
Boolean Pythagorean triples problem - Wikipedia, the free encyclopedia

Source: Techworm