The theme of ICLS 2014 is “Learning and Becoming in Practice.” By focusing on learning and becoming, we aim to foreground the ways that learning entails becoming a certain kind of person. By focusing on learning and becoming in practice, we aim to foreground the ways that learning processes are situated within different kinds of practices. Three kinds of practices encompass a range of contexts and processes in which people learn: by engaging in the epistemic practices of disciplines, by participating in sociocultural practices, and by engaging in design. Two additional practices we highlight
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TEAM MEMBERS:
Joseph Polman
resourceresearchProfessional Development, Conferences, and Networks
Presentation of a summary of the Finding FOCIS project, including research results and conceptual framework. This presentation was given at the Virginia Science Coordinators Meeting in May 2014. These slides have also been used for other professional development workshops.
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TEAM MEMBERS:
University of Virginia Main CampusRobert Tai
resourceprojectProfessional Development, Conferences, and Networks
The Coalition for Science After School (CSAS) was established in 2004 in response to the growing need for more STEM (science, technology, engineering, and mathematics) learning opportunities in out-of-school time. CSAS sought to build this field by uniting STEM education goals with out-of-school time opportunities and a focus on youth development. Over a decade of work, CSAS Steering Committee members, staff and partners advocated for STEM in out-of-school-time settings, convened leaders, and created resources to support this work. CSAS leadership decided to conclude CSAS operations in 2014, as the STEM in out-of-school time movement had experienced tremendous growth of programming and attention to science-related out-of-school time opportunities on a national level. In its ten-year strategic plan, CSAS took as its vision the full integration of the STEM education and out-of-school time communities to ensure that quality out-of-school time STEM opportunities became prevalent and available to learners nationwide. Key CSAS activities included: (1) Setting and advancing a collective agenda by working with members to identify gaps in the field, organizing others to create solutions that meet the needs, identifying policy needs in the field and supporting advocates to advance them; (2) Developing and linking committed communities by providing opportunities for focused networking and learning through conferences, webinars, and other outreach activities; and (3) Identifying, collecting, capturing, and sharing information and available research and resources in the field. The leadership of the Coalition for Science After School is deeply grateful to the funders, partners, supporters, and constituents that worked together to advance STEM in out-of-school time during the last decade, and that make up today's rich and varied STEM in out-of-school time landscape. We have much to be proud of, but as a movement there is much more work to be done. As this work continues to expand and deepen, it is appropriate for the Coalition for Science After School to step down as the many other organizations that have emerged over the last decade take on leadership for the critical work that remains to be done. A timeline and summary of CSAS activities, products, and accomplishments is available for download on this page. All resources noted in the narrative are also available for download below.
The Coalition for Science After School (CSAS) was established in 2004 in response to the growing recognition of the need for more opportunities for STEM in out-of-school time, and the increasing attention being paid to out-of-school time programs. CSAS sought to build the field of STEM in out-of-school time by uniting science education goals with out-of-school time opportunities and a focus on youth development. Over a decade of work, CSAS Steering Committee members, staff and partners advocated for STEM in out-of-school-time settings, convened STEM in out-of-school time leaders, and created
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The Coalition for Science After SchoolLeah Reisman
Technologies are socially constructed. They mutate in the process of finding their social niche, and we come to understand what they "essentially" are by their cultural fit... This year a broad array of Web 2.0 applications and services in museums is being displayed at Museums and the Web. Although social computing is not the only species of Web activity we see, it is dominant for the first time. So, with the pervasive adoption of Web technologies as mechanisms for audience engagement -- and the re-situation of the museum on the Web in social application spaces controlled by others, rather
In the provision of networked services for museums, the term 'openness' crops up in a variety of contexts including open standards and open source software. In addition, the Web 2.0 environment has led to increased interest in open content and in the use of freely available networked applications which may be regarded as open services. This focus on openness for the developer or service provider can be complemented with a culture of openness which encourages the users to actively engage with services and generate their own content. It can be difficult to argue against the benefits which
The Science and Technology Museum from Catalunya (mNACTEC) has developed a virtual exhibition from the documents and objects used for the exhibition "Experimental Physics Laboratory of the Mentor Alsina". The main objective of the virtual exhibition is complementary to the current exhibition. Provide information, list of objects and operating proposal that could be difficult to develop in an exhibition in which dominates the environmental sense. The virtual exhibition offers information on all objects of the early twentieth century that form the collection of laboratory and interactive
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TEAM MEMBERS:
Joan MunozSantiago VallmitjanaJaume ValentinesStefano D'Argenio
The Universidad Nacional Autónoma de México (UNAM), as an active cultural promoter, implemented a virtual museum system in order to help and develop expression related to art, science and humanities. The UNAM's cultural heritage is, as in many other universities, a vast number of different kinds of objects, ranging from painting and sculpture to numismatics and architecture, from traditional art to modern multimedia-based exhibits to Scientific Collections. It is impossible to exhibit it all in a single place in an orderly fashion. The Virtual Museum of the University's Cultural Heritage
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TEAM MEMBERS:
Francisco CaviedesEsther de la HerranAndrea VitelaA. Libia CervantesJose MondragonAlma RangelJose SilvaIldiko PelczerFrancisco SalgadoAdidier Perez-GomezCarolina Flores-IllescasJose CasillasGraciela de la TorreJorge ReynosoRafael SamanoJulia MolinarJose Manuel MaganaAlejandrina EscuderoAriadna Patino
The Coalition for Science After School was initiated through two NSF-funded meetings in 2004 and 2005 that brought science education and out-of-school time leaders together to explore strategies for further merging the two fields. Through the second conference, held in Marina del Ray, CA, a blueprint for CSAS was designed and finalized. Under the leadership of an eight-member Executive Committee, an expanded 20-member Steering Committee, and acting director Bronwyn Bevan, CSAS was launched with 40 members. The meeting report, A Blueprint for Action (2007), laid out CSAS priorities and
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TEAM MEMBERS:
The Coalition for Science After SchoolThe Coalition for Science After School
In 2009 the Coalition for Science After School hosted the First National Conference on Science and Technology in Out-of-School Time. Funded by the Noyce Foundation, with additional support from Science Chicago, the Motorola Foundation, and the United States Department of Education, the meeting took place in Chicago, IL and resulted in a 2009 report, "A Watershed Moment."
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The Coalition for Science After SchoolThe Coalition for Science After SchoolProject Exploration
In preparation for its sunset of operations, the Coalition for Science After School Steering Committee decided to organize a Summit, Passing the Torch: Advancing Opportunity for Quality Science Learning. The meeting took place in March 2014, hosted by the Exploratorium in San Francisco. An invited group of sixty leaders came together from across the STEM education, youth development, and out-of-school time communities to assess the accomplishments, challenges, gaps, and essential resources needed to provide quality STEM learning opportunities for all youth, and to pass the torch for making
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The Coalition for Science After SchoolKaren Stratvert
The Coalition for Science After School was launched January 28, 2004 at the Santa Fe Institute, home to the world’s leading researchers on the study of complexity. Against the dazzling backdrop of the New Mexican mesa, 40 educational leaders from diverse but overlapping domains—science, technology, engineering and mathematics education and after-school programs—met to grapple with three emerging, important trends in youth development and science learning in this country: 1. An explosion in the number of U.S. youth attending after-school programs, and increasing links between school and after
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TEAM MEMBERS:
The Coalition for Science After SchoolLeah Reisman