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PISA Collaborative Problem Solving - STEM Technology Framework

GeoMatech National Mathematics Project Conference Budapest January 2014 (Updated July 2014 ).

tony houghton

on 24 September 2016

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Transcript of PISA Collaborative Problem Solving - STEM Technology Framework

A recent project used Facebook and Skype for communication. Content was stored on the excellent self-sustaining partner sites GeoGebra Italia and PhysicsLab. This was great but featured duplication, missed skype meetings - although it all worked out fine:-

We have just started exploring how we can best work to-and-fro so people can work where they want (virtually as well as physically) and we have both:

Communication Management
Content Management

We envisage a project in which our organisation (CCITE.NET) can work with partner sites such as GeoGebra Italia and PhysicsLab such that:

1 It's all in the browser - there are no application downloads eg google chat and skype - which cant talk to each other.

2 We can enable and log all activity so that the CCITE.NET user 'sees' that user 2 is available on facebook, user 3 is on GeoGebra Italia, user 4 on PhysicsLab and user 5 on twitter - and can single-click send an invite to all...and so on.

3 All in realtime communication with no delay.

4 Safe (esp for young people)

Communication and Collaboration and Content in Technological Education

Watch this space!

WEB RTC and Open source Communications management platform
Amazing how sport goes into computer and covers science and technology. Seb (mentor) was very good at helping Jake
Mentor Hannah 15:
I like PE and ICT so it was good putting the two together. I was very interested!! Software is easy to use!!☺

Student Thomas 13:

Eye opening. Not what I was expecting. Going to get it. Tracker easy to use.
Great software, good to explore it more and we will be having a go at home. Thank you.
Student Jake 15:
I enjoyed using the software and learning about how many forces get upon something so simple. Love this.
Student Jake 10:

Clever how you can connect computers to cameras and analyses the footage
Mentor Seb 15:

It was very interesting for people to learn it quickly and I think I learnt a lot too

We normally take 2-hours to explore movement, taking and analysing video clips using Tracker software.

This time we taught eight 15-year olds how to do it - and then asked them to mentor younger pupils...and their parents...in 50 minutes.
Kids teaching Kids - and Parents

* 20 multi-disciplinary projects each for UK key stage 2 and 3

* 5+ Projects per year, each 10 curricular + 10 extra-curricular hours

* Challenge, problem solving, cross curricular, expert/parent/industry/community as well as technology specialist and non-technology specialist teacher engagement

* Groups of 4-5 pupils teamworking, working hard, developing people skills and presentation

* Fun...
PISA Wake-up Call
- it's NOT
'back to basics'

PISA Collaborative Problem Solving
PISA STEM Framework, Process & Impact: Skills and Perception
Equality of Opportunity
Safe Communication & Collaboration
Hands-on physical and virtual
PISA Collaborative Problem Solving - STEM Technology Framework

Health warning: In this presentation I do not endorse or otherwise the PISA methodology, results or collaborative problem solving approach - but a lot of attention is being paid to it and the DANGER is that we go 'back to basics' in an attempt to get the reading and maths scores up
That's NOT what PISA recommend at all...bearing that in mind...

Arguably, grim reading for many countries, causing many to be tempted to go back to basics. In contrast, PISA recommend that education should foster enjoyment, self-belief and stamina to face challenging problems and situations. They also advocate equality of opportunity. Indeed, they are now introducing Collaborative Problem Solving* - including (partial) assessment by computer agents...**. It's just a starter but interesting nevertheless to show that PISA is NOT advocating 'back to basics'
PISA recommend that education should foster enjoyment, self-belief and stamina to face challenging problems and situations. They also advocate equality of opportunity.

The recommendations may seem obvious...also PISA do not say how they should be implemented...the recommendations are NOT grounded. In another PREZI
we compare them with other work and from this derive an implementable set of recommendations from which we have developed the following STEM framework:
Collaborative problem solving competency is the capacity of an individual to effectively engage in a process whereby two or more agents attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills and efforts to reach that solution.

Whether you like commercial coaching software or not...it shows the bar in user friendliness, interaction, global reach, educator control, assessment and fun...
User-friendly powerful hardware and software tools...mixing physical and on-line
WEB RTC may remove many barriers to safe on-line collaboration...imagine a mix of our projects using Facebook, Skype, Google Docs and Drive, then some older defunct projects which nevertheless show us where we want to go...
It must support and be accessible to both maths and technology specialist and non-specialist adults and children...
The PISA assessment will not cover essential areas of learning:

The PISA 2015 CPS cognitive assessment will not specifically measure factors such as attitude, emotions, motivation, or specific domain knowledge

The way in which students’ perceive CPS and in particular, their self-efficacy can also affect their performance. Therefore, the following areas are of interest:

• Interest in and enjoyment of collaboration
• Value of collaboration skills
• Self-perception of CPS ability

Due to logistical and space constraints in the background questionnaire, only some of these constructs will be measured.

STEM Technology Framework

More can be found in PISA and STEM Framework:
Relatively low scores for UK, US and Hungary - dismissed by some, cause for concern to many. You can try some sample questions at:
Slightly better for UK and US in problem solving. OECD April 2014 You can try sample questions at:
To support the STEM framework, the overriding requirement is that support technology has to be user friendly and accessible to both technology specialist and NON- technology specialist teachers, parents and kids
First thoughts:

We are (just!) starting research to validate (or otherwise) and enhance our technology framework with a research question:

What are the factors that impact on the student’s pleasure and satisfaction in learning - and how might technology support this in and out of school, to include stakeholders in the child’s learning – parents, community, teachers and of course the children themselves?

We have started with informal, blended and mobile learning, and also educator tools. Your Ideas are very welcome! :-)
Informal Learning
Blended Learning
Mobile Learning

Impact: Collaborative Skills Assessment Example
We can measure 'before and after' individual perception shifts of eg:

self-esteem, aspirations and respect,
school and community

the importance of technology skills
awareness of different routes for technology careers
the importance of communication skills and teamworking
Whether you like it or not, PISA certainly gave a wake-up call to many countries...
Let's take a quick look at those scores to see what the fuss is about....
STEM Framework
STEM Process Example
Impact: Self-Perception and Perception of STEM
Facebook and Skype etc are probably OK for 16+ students but we have developed safe and secure bespoke sites for younger students, each of which had a project life of around three years. They no longer exist. We envisage this kind of 'safe' capability, real AND perceived, for learners and educators:

The first 5 slides show variants on a theme with overlapping project collaboration.
The following slides take one example and show the projects, WIKI, Videoconferencing and project outcome.

These sites correspond to functional and non-functional requirements as contained in:

A trusted collaboration framework is essential to allow different users to have confidence in using it. We ACHIEVED this with these bespoke systems - but with WEB RCT we hope to foster:
Equality of opportunity
by making available to all - and support cross project collaboration supports and re-use which will
Foster sustainability
via cost effectiveness and re-use
The master project library containing engagement processes, collaboration software and information tools...
...a global educational community using the above tools...
...a very large project exchange example...
...a multi-site showcase...
...social entrepreneurial business projects example...
...projects with different read/write permissions...under educator control
...WIKI with educator control...
...educator controlled video conferencing...
...Example project deliverable: Maths Box for primary students...
This presentation briefly describes PISA results and requirements from maths, reading, science to collaborative problems solving.

It then presents a STEM framework and corresponding technology support framework to meet these requirements.

[Much more on this can be found in the related PREZI: PISA and STEM Framework:
Physical and On-line STEM Project Delivery & Management - Whitebox
Course Development and Delivery - Moodle
Virtual Classroom - WIZiq
We are now looking at best-of-breed educator tools such as:
Educator Tools
(part 2: January 2014 Budapest GeoMatech National Conference)
Tony Houghton and Adrian Oldknow
Cambridge Centre for Innovation in Technological Education http://

Visiting Professors BKF University of Applied Science
PISA Collaborative Problem Solving - STEM Technology Framework

GeoMatech National Mathematics Conference Budapest January 2014
Full transcript