Infusing Multiliteracies Into Museum Learning Practice for Inclusive Cultural Participation

Posted by Dr Stephania Savva

Description :

One of the most poignant discussions in the museum world, has been on issues of inclusion and access. Prolific museum figures like Nina Simon presenting in the recent Museum Next Conference in London, shared the vision behind OFBYFOR ALL, a new global initiative to help civic and cultural organisations become OF, BY, and FOR their communities. However, what is it that can help take the next step in terms of inclusion and learning within and out of museum grounds? 

This article draws on a doctoral research study to investigate museum’s democratic potential, through transformative approaches to pedagogy aimed at meaningful cultural participation.

The ‘meaningful’, stands for a degree of competence in reading, interpreting and constructing meaning from the existing multiple forms of language (Stapp, 1984: 112; Mitchell, 2007: 3). ‘Participation’ involves an ability to negotiate the complex dialogic relationship that exists between the written word, the spoken word, images, objects, time and space (Mathewson-Mitchell, 2007: 3).

Consideration of issues of access in relation to the significant literacy requirements of museums, suggests that increasing focus on the explicit teaching of museum-based literacies, could be the way through which to expand museum visiting opportunities for the less 'conventional' audience.

It is actually proposed that museum-based literacies could act as the means to the development of cultural competence in museum environments. This evolution in theory and practice of, and about museums, has been notably part of radical changes in the museum world since the 1970s, mostly known as new museology.

Museums as Agents of Change

The development of a “new museology” (Mayrand, 1985: 201), is a concept used to describe the focus on the potential of museums as a positive social force. Golding (2009) suggests the museums should act as frontiers, places where learning and identity are produced and developed for all, while new ‘bridges’ are raised between non-dominant communities and their own histories (Philip, 1992 in Golding 2009).

It became profound that if museums accept their educational role, “they must also accept their social responsibility to work towards supporting a participatory democratic society” (Hein, 2005: 50). We need to “take advantage of the current context, as ‘opening new educational and social possibilities’ (Cope and Kalantzis, 2000: 18), to promote democratic education and human needs...” (Early, 2007: 67).

Changing Times, Changing Literacy 

Ever since the 1960s, the nature of literacy practice and needs is changing; Hall (1989) suggests this is thought of as a consequence of New Times. New Times is an era of internalization, characterised by the breaking down of borders between local and global contexts resulting from rapid change in communicative practices (Gee, 2000: 183; Luke and Elkins, 1998).

One common element that has changed is that literacy has become inherently plural; thus researchers have problematized the very notion of literacy as a discrete set of skills. Luke and Freebody (2000) provide one of the more recent and useful definitions of literacy: 

"Literacy is the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken, print, and multimedia". 

(Luke and Freebody, 2000: 9)

In such a perspective of literacy, the literate person is one who develops capacity to respond to emerging and communicative needs, a literate person who is a sophisticated user of texts. The individual engages with literacy practices as a decoder of text, as a maker of meanings, as a purposeful user of information and as a text analyst who employs critical thinking skills in the literate work (Luke and Freebody, 2000; Liddicoat, 2007: 20). 

Figure 1: Evolution of the concept of literacy over fifty decades

Although acknowledging contemporary, 21st century demands of ‘literacy’ and education, this definition does not incorporate the social context of literacy. Literacy is, as Gee (1996: 22) has aptly described, “a socially contested term”. To this respect, literacy is a social practice rather than merely a means to an end. 

Such a consideration draws on the paradigm of New Literacy Studies (NLS) and recognises literacy as a set of socially and culturally constituted practices enacted across and within social and institutional spaces. It acknowledges literacy as a social and historical construction that evolves dynamically (Giampapa, 2010: 4; Potvin, 2009; Garcia, Bartlett and Kleifgen, 2006). 

Literacy is seen as a social responsibility including a critical or transformative emphasis in which literacy is a tool to understanding social structure in which we live so we can transform it in meaningful ways (Gee, 1996: 58; Street, 1995). The social perspective of literacy, implies more than superficial contacts with print; it icorporates an understanding of how to manipulate words and concepts through complex daily social interactions in an accepted manner (Giampapa, 2010; Potvin, 2009; Reid, 1998; Kern, 2000) through cultural apprenticeship (Rogoff, 1990).

The ‘New’ in Literacies: Multiliteracies

Following the NLS paradigm, ‘multiliteracies’ have emerged. The term “Multiliteracies” immediately shifts us from the dominant written print text to acknowledge the complexities of practices, modes, technologies and languages with which literate people need to engage in the contemporary world.

The “New London Group” (a team of ten academics including James Gee and Allan Luke) came together in 1996 concerned about how literacy pedagogy might address the rapid change in literacy due to globalisation, technology and increasing cultural and social diversity. They employed the term ‘multiliteracies’ to address these issues (The New London Group, 1996).

Since then, The Ontario Ministry of Education has come up with a number of literacy initiatives, some of which are characterized by a critical and social view of literacy, where literacy is conceived of as "the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, and think critically about ideas" (Expert Panel on Literacy Report, 2004: 5).

Figure 2: Multiliteracies and their design elements (Adapted from The New London Group, 2000)

Luke and Luke (2001: 92-94) echo this idea, and argue that new technologies have facilitated the emergence of new kinds of artefacts, such as digital storytelling, requiring new levels of engagement and development of higher and different mental faculties (i.e. new multiliteracies). Luke (2000) also talks about the critical multiliteracies - being able to understand, debate, and act upon the material, political, and social consequences of technological change.

An alternative view of literacy calls for a reconceptualization of literacy as reading and writing the world (Freire, 1970). This conceptualization foregrounds critical thinking in both teachers and students, and looks beyond functional literacy (reading and writing skills), to the knowledge and power relations in literacy discourses.

Agnello (2001) refers to this approach as postmodern literacy, and argues that through this approach “reading and writing become enhanced methods for exploring the democratic self and its formation through ideological exposure to knowledge and power relations formulated by educational policy texts. Through such exploration, literacy becomes a tool for self-, student, and social advocacy rather than commodity to determine whether one measures up satisfactorily on test scores” (Agnello, 2001: 24-25).

Museum Learning as a Multiliteracy Practice

Museum-based literacies or museum literacy, refers to the competence in drawing upon the museum, its space and collections using certain skills and practices. In 1984, Carol B. Stapp observed that “museum literacy” was then a newly emerging phrase that articulated the older idea of a philosophy of museum accessibility.

Museum literacy goes beyond ‘reading’ objects; which may be understood as visual literacy; it requires a deeper level of process and understanding of the multiple and interacting languages and modes of communication found in the museum. 

By broadening the view of museum literacy, it is acknowledged that the language that is involved in the museum is diverse and incorporates multimodal literacies including: linguistic, visual, audio, gestural, spatial patterns, technological and print-based (see for instance, Cope and Kalantzis, 2000: 160,203; Giroux, 1992; Hooper-Greenhill, 1999).

Figure 3: The multimodal literacies in museum-based pedagogy (Savva, 2016)

This view of museum learning redefines the goals and strategies of educators and the museum curricula. The idea of education in museums is seen as exploratory, broad, experiential, complex and multi-layered; museum strategies are now audience driven (Russo et al., 2007, Hein, 1998; Falk and Dierking, 2000).

To this discussion fits the incorporation of museum learning into the multiliteracies concept; this is facilitated by the realization that a display of material culture conveys messages about the people who created them and the times in which they were used (Pearce, 2003). 

The act of creating an exhibit is parallel to the act of producing knowledge. Exhibits are not simply displays, but systems of signs that express messages about culture. Museums and their exhibits reflect the ideology of those who create them.

In the same vein that “There is no such thing as ‘reading’ or ‘writing,’ only reading or writing something . . .” (Gee, 1999: 93), the same would hold true for creating exhibits. There is no such thing as displaying an artifact without displaying something about that artefact. Also, the interpretation of messages is similar to the deciphering of text, using the signs, symbols, objects, etc., of a museum exhibit as part of the process of creating meaning (Roberts, 1997).

Griffin (1999: 8) identifies the unique learning opportunities offered by museums as: opportunities to closely examine objects or specimens; opportunities for comparison that allow trends and patterns to be deciphered; natural learning processes that incorporate the sharing and communication of ideas and the raising of questions; and opportunities to develop perceptual skills that teach how to gather information from objects and experiences. 

Because museum exhibits make meaning through multiple media, multiple modes, and multiple symbol systems, the literacy practice of museum visiting is a multiliteracy. 

An interesting project exploring the latter, is the ‘Museum Literacy Project’ in 2008-2010, involving nine different museums, administrations and training institutions based in five European countries, supported by the EU programme Lifelong Learning - Grundtvig Learning Partnerships, 2008. The project focus was on museums and audiences with low schooling level, and how museum literacy can be reached and maximize the museum experience for these audience.

Dimensions of a Pedagogy of Multiliteracies for Museum Learning - The Research Framework

Taking into consideration the unique characteristics of the museum environment, I undertook an empirically-based doctoral study involving the design, enactment and evaluation of the Living Museum Partnership (LMP), a museum-school partnership that unfolded in 13 weeks for the construction of a student-generated virtual museum to support environmental education curriculum (Savva, 2016). 

Specific focus was on developing virtual learning environments and applying augmented reality to enhance culturally and linguistically diverse students' repertoires of literacy practices. This design-based research, draws from the field of New Literacy Studies, the proposed Museum Multiliteracies Practice (MMP) framework derived from the multiliteracies pedagogy of the New London Group, the Learning by Design Model adapted from Cope and Kalantzis and Schwartz’s museum based pedagogy.

Figure 4: The pedagogies interacting in the Museum Multiliteracies Practice framework (Savva, 2016)

It is proposed that museum educators and learning professionals undertake an approach for teaching and learning in the museum setting which incorporates multiliteracies pedagogy. Identification of museum literacies requires thorough examination into the interaction of modes that are evident, the incorporation of multiliteracies implicated, the various sign systems that are employed, and the unique nature of the museum learning environment (Mathewson-Mitchell, 2007: 7-8).

The focus should be not only on literacies as communication (meaning for others, as supports for social interaction). My doctoral research for instance also emphasized on literacies as a form of representation (or meanings for ourselves, as supports for thinking).

Cope and Kalatzis (1996, refined 2000, 2009) elaborate on the potentials of a ‘Pedagogy of Multiliteracies’ in fulfilling these aspirations. Two important ideas brought in a multiliteracies pedagogy are Learning by Design and Multimodality.

Learning by Design, is building into curriculum the idea that not every learner will bring the same lifeworld experiences and interests to learning, as well as acknowledging that every learner is not on the same page at the same time; pedagogies of learning are re-configured to construct learning as “a dialogue of difference” (Cope and Kalantzis, 2005: 31). The idea of Multimodality discusses learners’ movement between written, oral, visual, audio, tactile, gestural and spatial modes of meaning-making (Cope and Kalantzis 2005, 2009). 

On this basis, the New London Group (1996) has proposed a multiliteracies pedagogy consisting of situated practice, overt instruction, critical framing, and transformed practice.

• Situated practice includes learners’ prior and present experiences in a community of learners (composed of experts and novices). 

• Overt instruction involves the teacher’s or expert’s interventions to scaffold (Bruner, 1983) or support learning and increase the learner’s consciousness about learning. Scaffolding is a metaphorical concept that refers to the visible or audible assistance that a more expert member of a culture can give to an apprentice (Bruner, 1983, 1986). You might also note Vygotsky’s Zone of Proximal Development (ZPD), that relates to Bruner’s notion of the scaffold here. 

• Critical framing refers to learners interpreting the historical, cultural, political and ideological contexts of learning.

• Transformed practice includes implementing new understandings through reflective practice in other contexts.

Figure 5: The Multiliteracies Model and Learning by Design (Adapted from Kalantzis and Cope, 2000)

Also identified within the Learning by Design Model are four knowledge processes (See Figure 5 above). The knowledge processes identified are:

(a) Experiencing the known and the new

(b) Conceptualising by naming concepts and theorising 

(c) Analysing functions and interests 

(d) Applying appropriately and creatively.

Findings and Implications for Museum Learning Practice

Stapp (1984) had argued that schools do not address the knowledge, skills and attitudes for museum literacy. Recent observations of the characteristic use of museums by school-based teachers suggest that a relatively passive, idealist approach to museum experiences, as identified by Stapp, has continued, with teachers lacking confidence and competence in the museum setting (Mathewson-Mitchell, 2006). 

Based on the findings of my doctoral research, it is suggested that addressing museum-based multiliteracies leads to effective museum-school partnerships and meaningful museum learning practice. Research data suggested that students’ repertoires of literacy were enhanced as they engaged in the learning process as active designers and multimodal learners (Savva, 2016). It was found that students gained opportunities to:

Figure 6: Findings of Museum Multiliteracies Practice research (Savva, 2016)

It is proposed that any museum education programme or museum-school partnership or collaboration pays attention to the following key principles:

1. Teaching children, especially digital natives of our time, to be literate in any setting is not just a set of skills that can be transferred. Rather, education needs to enable them to participate in social situations using the required literacy practices.

2. Museum visiting is seen as multiliteracy practice; as such it requires specific museum-based literacies that are rarely identified or explicitly taught by museums or schools.

Conclusion

Ultimately, this brief review and presentation of the proposed empirically based, research framework for museum learning practice, forms a pathway to follow for inclusive cultural participation at any level and age. The London New Group’s (1996) ideas further developed by Cope and Kalatzis (2000; 2005; 2006) for a Pedagogy of Multiliteracies, could inform the development of the specific literacy requirements of museums, in a way that could lead to full museum literacy and a transformative cultural engagement and participation for diverse audiences.

4 Key Elements to Redesigning Learning Spaces for the 21st Century

Posted by Dr Stephania Savva

Description :

Within a field of fast changing nature of technological progress and the emergence of new pedagogical theories such as design thinking, maker-spaces, flipped learning and blended learning among others, it is extremely important for learning spaces to evolve along with time. Here we sum up ways in which to re-design your school or classroom in a way that is meaningful to nurture 21st century learning. 

At the moment, millions of dollars are being invested on constructing new school buildings. Are they really worth the investment? These schools can be considered as monuments to obsolescence. It is common practice that a lot of money are spent to build a 21st century school without really going deep into how and why the school should look like. Instead, people go ahead with the construction that they always wanted to have.

Nevertheless, it is necessary that a substantial theoretical background exists before providing the learning environment that kids need. In fact, it is considered that an appropriate learning space is one of the most convenient practical methods available to enhance the effectiveness of the education system. This redesigned space has the potential to create a better environment that meets the needs and requirements of 21st century learners. 

Source: Classroom Design Piktochart by Mary Wade

The following paragraphs address some of the critical elements which are essential when taking up the re-design of a learning space:

1. Instruction Should Be the Driving Force of Design

It has been a common belief until recently that it is important to have classrooms that are separated into subject-area departments. This was an old fashioned trend and it has changed during the past couple of years with reference to the benefits of cross-disciplinary work. Usually designers of modern world schools are not aware about the instructional and learning models of the 21st Century or the actual curriculum. However, it is appropriate to create awareness among designers, architects and practitioners in order to design the learning spaces in an appropriate manner to cater the requirements of 21st century learning. Otherwise, we would be trying to fit the learning of 21st century into the industrial age learning spaces that existed in 20th century.

2. Learn to Question Everything

None of the preconceived notions about learning spaces and instructions are sacred. Just question yourself some important questions:

- Is it important to have a classroom where the teachers are in front or in the center? Can learning take place only within classrooms?

- Is it essential for a learning space to have a capacity of about 30 students?

- Can there be smaller or larger groups or can we have both?

- Is it essential to stick to a 9 month school calendar?

You need to question everything when designing 21st century learning spaces. Questioning all of our preconceived notions would help us to get a better understanding on how 21st century learning spaces should look like. It will also help to organize these learning spaces in a proper manner.

3. Incorporate Technology to the Learning Spaces

Technology has gone through rapid development over the last two decades which have not left the educational world untouched. The use of educational technology and technology enhanced learning in general has been associated with a variety of benefits. These benefits maximize significantly by redesigning the learning spaces in order to meet 21st century needs.

Trying to incorporate the use of technology to existing learning spaces will not be effective since it will prevent from gaining the maximum benefits out of the investment. The entire learning space needs to be redesigned in order to capitalize the strengths of the technology. The school, classroom or library, should be re-designed from scratch in a way that will fit the use of advanced technology.

Towards this end, it could be meaningful to design a conference room within the school, which would be equipped with the latest video-conferencing capabilities. Such a facility would potentially allow international collaborations and global networking projects for the students to be engaged in. Therefore, redesigning the learning spaces by incorporating technology can simply be defined as rethinking the spaces to meaningfully capitalize on technology.

4. Design Collaborative Learning Spaces to Suit the Needs of 21st Century Learners

Redesigning learning spaces for the 21st century is all about accommodating the specific needs and requirements of the 21st century learners, both students and teachers. It is evident through empirical research that digital natives learn through use of technology within carefully designed learning instruction. To do so, they must be engaged in modern world school designs that facilitate collaborative learning, and in this sense it is useless to build classrooms or lecture halls row after row.

Instead, the conceptualization when constructing contemporary learning spaces should focus on how to enable room for students to engage with each other in collaborative projects. The learning spaces should assist students to learn things independently from teachers, with facilities to explore new things on their own in groups and conduct research without much guidance. Hence, special attention should be given towards making room for research work and brainstorming when re-designing learning spaces. We don’t need to be designers in order to engage with this process. All that is needed is to have the capability to conduct a preliminary research and figure out the essential changes that need to be introduced to the classroom, school or library. For example, as a teacher, you can retrieve different information on tips to create a more collaborative space within the classroom. The teacher could then use the space as a resource through which to facilitate an effective learning experience for the students.

It is imperative also to consider ways in which the learning space designed will facilitate classroom flow. Towards this direction, it would be meaningful to ask the students' feedback in order to get some useful inputs about how the classroom should look like. In fact, you can ask how the student will intend to move around in the classroom. To make things simple for this sort of discussion, you can print a diagram of the classroom and ask the student or students to sketch where they will move. It would be better if you can trace the movements of the teacher in the same diagram with a different color. This sheet of paper can be useful when determining the heavily used areas of the classroom. Then the inputs can be used to support fluid movement within the classroom.

It becomes obvious that there are a lot of factors which should be considered when redesigning a learning space to suit 21st century education standards. If you have a proper plan and a solid theoretical framework in mind, you will not find it difficult to deal with the entire process of redesigning classrooms in order to respond to the needs of 21st century learning environments. Once you are done, the next step would be to obtain required support and supplies so as to make your space rise to the occasion!

It is apparent that delivering a re-designed learning space requires a lot of money to be invested on. However, the investment is totally worth the money because it has the potential to deliver excellent student learning and aesthetic outcomes in the long run.

ALSO OF INTEREST: 8 Ways Digital Storytelling Transforms Learning in 21st Century Education: The Research Evidence

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Personal Learning Networks for Educators

Posted by Dr Stephania Savva

Description :

A Personal Learning Network (PLN) is the learning theory of digital era; it tries to explain complex learning methods within a rapidly changing digital social network.

In their world famous book on learning networks introduced by Stephen Downes and George Siemens posit that “For the first time in history, we know now how to store virtually all humanity's most important information and make it available, almost instantly, in almost any form, to almost anyone on earth. We also know how to do that in great new ways so that people can interact with it, and learn from it.” The previous conceptualizations draw on the theory of connectivism, which integrates principles from chaos, network and complexity and self-organisation theories.

Nowadays, these informal learning networks are popular among the educators all around the world. Basically, Personal Learning Networks aim for educators to benefit by extending their knowledge and experience beyond their schools, as well as their geographical boundaries. To achieve the latter, Personal Learning Networks are forming connections and making personal relationships with educators, subject specialists, teachers, university professors and experts all over the world.

How it Works

It doesn’t matter where you come from or where you live, you can always be in the network and get connected with the people available, share your experiences, and discuss with them about relevant subject matters and the class room. Mainly, the educator chooses whom to get connected with on these networks and how often to be involved.

Within a PLN, educators have distinct goals, interests, needs and matters that are often expressed to the group they include in their network. Other than that, the educator will work together and connect with various members, beginning to develop strong relationships with some people and have a low level of interactions with some other members. Not all crossings will be equally treated. There are several pre-existing Personal Learning Networks, which are highly famous among the educators globally.

Examples of PLNs Around the World

‘Powerful Learning Practice’ is one of the professional development programs for liberal minded learners. It’s a year round program of studies which provides groups of educators with new ideas and practical experience in order to support their technical knowledge and talents, revising classroom activities and making them applicable for today’s classroom, finding other educators with same ideas and plans, and creating their own interactive learning tools. Unfortunately, this Personal Learning Network costs $1,500 per person for a year of professional development in a school and $1,000 per district team individual. Moreover, teachers can get education credits for their participation in this network.

EdChat is another popular Personal Learning Network, which started as a Twitter conversation for learners and now has been expanded to a PBworks wiki that inspire the ideas made on Twitter that interpret in to practical advice. To participate in the EdChat on Twitter, you just have to click the hashtag #edchat and then you can join in the EdChat conversation. EdChat members can also go through the success stories of the network, joining in two live conversations each Tuesday, and join the EdChat group at the Educator’s Personal Learning Networks.

The Educator’s PLN is a Ning website which is an online platform for creating one’s own social network that makes interactions between educators around the globe. It is enriched with an impressive collection of resources like downloadable audio files with education chives such as invited speakers, discussion panels with specific topics like experimenting the Bernoulli’s theory in the classroom, and descriptions of relevant blogs, documents, and lists of resources, videos and events.

edWeb.net is a newly introduced online social network that is freely available and it allows educators to connect with their colleagues and to work together on their work plans and projects based on their own professional learning groups, mentor each other and practice using a variety of new methods. Particular strategies inside the network follow a game-module learning assembly that brings together teachers and the game developers to discover the best practices and conduct further discussions relevant to their field.

Classroom 2.0 is another Personal Learning Network designed for the ones who are interested in sharing ideas and methods on using Web 2.0 and latest media in education practice. This is a meaningful and accessible way of connecting with associates, and organizing events, merging different groups, participating Webinars each Saturday and mainly discussing everything about online projects.

Leading a PLN

Many early believers in Personal Learning Networks have now become major leaders of this approach in educational systems. Not surprisingly, most Personal Learning Networks seem to advocate a great amount of collaboration and reflection. Activities within Personal Learning Networks facilitate self-expression, chatting, blogging and referring e- books. Other than that, many existing educating leaders proceed to upgrade Personal Learning Networks to maintain relevant contents, spread the good ideas and encourage discussions and resources. Personal Learning Networks always accept educators for their ideas and not for their titles.

Numerous books, blogs, newspapers, journals, magazine articles and research papers maintain the continuous development and active use of Personal Learning Networks as a tool for learning. This ongoing process of evolutionary practice is benefiting educators both professionally and personally in many ways.

However, educators need to remember that life-long learning needs continues effort. Similarly educators expect this dedication from students. Personal Learning Networks are always in the form of collaborations. Collaboration is a method of educating which has been among us from the beginning of modern education system. Nevertheless, it was mostly constricted to confronting interactions within classrooms, divisional areas or, in some instances, conferences, only if educators get a chance to participate in one. This is the way educators collaborated and connected and through the time. Some may think that we don't need internet to be connected as educators. However, internet technology is the most prominent way of removing barriers of the time and geographical location and connects people.

Conclusion

Based on the above, it would be meaningful therefore to engage in learning via Personal Learning Networks, since schoolchildren exchange several information on cultural studies, history and many other studies with other students around the world. Educators also share methods, work plans and strategies. Resources are readily accessible when they are on internet. The popular social media application, Twitter is the pillar for most Personal Learning Networks. Interestingly, that view of Personal Learning Networks will continue to change along with evolution of the technology.

Overall, it could be claimed that it is worthwhile to proceed and engage in Personal Learning Networks as these hold a prominent place in the future of education. Nevertheless, like any trend arising, it should be adapted based on the needs of the particular institution and people.

NEXT READ: The Potential of Blended Learning for Steering Education

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An Overview of the Human Genome Project

Posted by Andreas Christodoulou

Description :

Mapping human genome can be considered as one of the main endeavors of modern world bio scientists. They have been pursuing this for decades and so far have achieved some measurable results. In simple terms, human genome can be defined as a map of how the cells of human beings are made up. If human genome is properly documented and researched, it could deliver answers to a myriad of mysteries.

Human genome is significant as it can provide with answers to questions like why we age, what genetic markers are, what causes and cures illnesses and many more. As a result, finding answers for this scientific puzzle has become part of an interesting competition. Entrepreneurs who start working on this field will be able to learn a lot of new things.

History of the Human Genome Project

The National Institute of Health in United States has established a partnership with the British government in order to solve the mysteries that are associated with the human genome project. They have hired the finest bio-scientists from different parts of the world and have created excellent equipment and facilities to complete their work successfully. A substantial amount of funds were approved generously to contribute to this project by both governments. According to statistical information, the government of United States has spent about $3 billion on this project. The British government has spent even more. 

1998 was an important year for the human genome project. In this year, a scientist named Dr. Craig Ventner was going through some published papers of the project and figured out that a different approach can be followed in order to get quick results. This method also had the ability to deliver more accurate answers for the complex issues and therefore he decided to undertake a project on this area himself. Nevertheless, as Dr. Craig Ventner was in need of financial assistance, he sought to get help from capitalist funding sources. His efforts became successful and was able to make $300 million within a short period of time. This motivated Dr. Craig Ventner to start working on his unique approach in the human genome project. His venture was named as “Celera” and it was charged with mapping the human genome to commercialize the findings. 

The Main Objective of the Human Genome Project

The primary objective of the human genome project is to figure out the consequence of chemical base pairs that are responsible for making up human DNA. It also focuses on mapping the genes of human genome through a functional and physical standpoint. As mentioned earlier, a lot of parties are involved in this project. Therefore, it can be considered as the world’s largest collaborative biological project. It was declared complete during 2003. At the early stage of this project, the main objective was to map the nucleotides in human body to reference genome. The genomes that can be found in human beings differ from one another. Hence, mapping the human genome is an extremely complex process for which scientists involved in this project hoped to succeed to eliminate that complexity.

State of Completion

The human genome project was not focused in sequencing the entire DNA that can be seen in human body cells. It only focused on the euchromatic areas of genome. In fact, euchromatic areas make up about 90 percent of human genome. The remaining area of the genome was called as heterochromatic and they were not considered in this project. 

As mentioned earlier, the human genome project was completed in 2003. The initial draft of the human genome was available by 2000 and a working draft was completed one year later. The final consequence mapping took place in 2003. This project was completed with a success rate of 99.99%. However, further analysis is being carried out at the moment and researches are scheduled to be carried out on HGP. 

Proposed Benefits of the Human Genome Project

The findings of the human genome project can be used for a variety of applications. These applications in turn have the potential to deliver tons of benefits, which range from molecular medicine up to human evolution. For instance, these findings can help people gain a better understanding about diseases. In other words, people will be able to get a clear view of the genotyping process of specific viruses that can be directed to appropriate treatments. It can also be used to identify mutations that are connected to different types of cancers. 

On the other hand, the human genome project is being used to design medication in an appropriate manner while ensuring their accuracy. The effects of medication on different people can also be predicted based on this theory. Commercial development of genomics is another major advantage that is associated with the human genome project. Therefore, it can be considered as a multibillion dollar industry. 

The sequence of DNA figured out from this method is stored in a database. The database is then being uploaded to the Internet, so that anyone can access. This database is well known as GenBank and it is being managed by the United States National Center for Biotechnology Information. Some other organizations are contributing towards it as well. 

Summary

It becomes apparent that the human genome project is one of the most important and useful projects in the biotechnology industry. It is in a position to deliver a variety of benefits for every human being that exists on the planet. From this project, it has been identified that around 20,500 genes can be found in human beings. The same range of genes can be found in mice as well.

On the other hand, the human genome consists of a large amount of segmental duplications. These duplications are nearly identical and can be defined as repeated sections of DNA. Even though the human genome project is completed at the moment, more and more studies are yet to be conducted on the same field to discover additional benefits that can be reaped out of it.

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Einstein’s Gravitational Waves Detected: A Breakthrough Discovery

Posted by Dr Stephania Savva

Description :

The discovery of Einstein’s gravitational waves reported during a blockbuster announcement in a news conference on February 11, 2016 at Washington DC, is making waves all over the world. What’s the big fuzz about it though and why should we care? This article explores the question by taking a more in-depth look into the phenomenon.

The scientific community are still overwhelmed by the news of the breakthrough discovery of gravitational waves in the form of faint ripples of gravity, reverberating invisibly through the fabric of space-time from the collision of two black holes. 

Laser Interferometer Gravitational-Wave Observatory (LIGO), designed to open the field of gravitational-wave astrophysics supported by Caltech and MIT, captured this groundbreaking moment in history reportedly on September 14, 2015. Nevertheless, what does the phenomenon entail in reality and why is it so important to us? We will try to demystify the latter in the next few paragraphs. 

What Are Gravitational Waves? 

The term gravitational waves was originally introduced by Einstein back in 1915 in establishing his theory of general relativity. The latter concept suggests that mass distorts both space and time similar to how a heavy bowling ball distorts a trampoline. 

When an object accelerates, it creates ripples in space-time, in the same way a boat causes ripples in a pond. These ripples that allude space-time are called gravitational waves. Due to the fact that they are extremely weak signals, it is difficult to detect them. Therefore, although there's convincing indirect evidence that gravitational waves exist, a direct detection had proven elusive, until now. 

Missions like LIGO and LISA are dedicated to detect these waves by observing small changes in the distances between objects at set distances. The most optimum opportunity to detect gravitational waves comes from detecting the collision of two black holes or pulsars into each other.

The Discovery

“We have detected gravitational waves. We did it,” Prof David Reitze, executive director of LIGO, told journalists. LIGO, uses the world’s most sophisticated detector, utilizing laser interferometry, which in simple terms means firing lasers into long, L-shaped tunnels; the waves disturb the light to detect the collision of black holes when they merged. A merger occurs when two black holes start to spiral towards each other and radiate energy as gravitational waves. 

Scientists listened the characteristic sound of these waves, namely a chirp, for 20 thousandths of a second as the two giant black holes, one about 36 times the mass of the Sun, the other slightly smaller at 29 solar masses, circled around each other.

The signal detected, allowed them to calculate how stars perish: the two holes had begun by circling each other 30 times a second. Before the final collision and a dark violent merger had occurred at the end of the 20 millisecond snatch of data captured, the two had accelerated to 250 times a second!

The research findings from this study, undertaken by the LIGO Collaboration, have been published in the journal Physical Review Letters.

Signals of Gravitational Waves, As Einstein Predicted detected by the twin LIGO observatories at Livingston, Louisiana, and Hanford, Washington. Image Credit: Caltech/MIT/LIGO Lab

Why It Matters

The significance of detection of gravitational waves is attributed in the following key issues:

1. The discovery of gravitational waves opens a new window to research of the universe since it provides with insights on its existence and a potential paradigm shift on how we detect and study cosmic phenomena, in particular those that do not radiate in the electromagnetic spectrum.

2. The findings of this research confirm Einstein’s prediction of gravitational waves as part of his Theory of General Relativity and regenerate the interest in exploring the theory in depth. 

3. Re-enforces the study on the use of gravitational telescopes which allows to hear phenomena at the same time as light-based telescopes see them.

4. Since gravitational waves were detected from the energy emitted from the collision of two black holes, it is now confirmed that black holes really do exist and that mergers between two black holes proceed as predicted.

Image by THE OFFICIAL ANDREASCY: Fast Facts about Gravitational Waves

In sum, the detection of gravitational waves opens the field to completely new investigation suggesting that some exciting days lay ahead for scientists. Stephen Hawking suggests that "gravitational waves could revolutionize astronomy".

Conclusion

Through this discovery we are one step closer to solving more of the mysteries of the universe following 380,000 years after it is thought to have been generated. And possibly the biggest mystery of it all: the 'Big Bang' singularity.

SOMETHING RELEVANT: Dreaming About the Future of Space Tourism

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An Anatomy of Deeper Learning and Implementation for 21st Century Education: The Research Findings

Posted by Dr Stephania Savva

Description : 

21st century education is experiencing significant turbulence as a response to the call for more meaningful and relevant learning experiences that comply with students’ literacy needs and competencies required to succeed in their lives. 

Towards this end, deeper learning has emerged as a theory which could be the means to transform 21st century education when truly integrated in the classroom.

Deep Learning Quote by: Kelsey Sheehy.  Image by: THE OFFICIAL ANDREASCY

Does this hold true? This article will attempt to provide some insights on the matter drawing from research findings from the last two decades.

What is Deeper Learning?

Deeper Learning is a broad term coined by the Hewlett Foundation and refers to the range of skills and knowledge required for students to acquire and master "in order to succeed in 21st century jobs and civic life” (Hewlett Foundation, 2013). The essence of the concept entails a set of competencies incremental to students exposed in academic content. The intention is that through the instructional principles proposed by the deeper learning theory, students gain an in-depth level of knowledge and understanding on different subjects rather than superficial learning, and are in a position to achieve problem solving in and out of a school context, both in their school-word and their lifeworlds to be able to successfully cope with challenges in their college, career and life.

Can Deeper Learning Contribute to Succeeding 21st Century Education?

“Schools aren’t failing and don’t need reform”. Instead, a renown academic and researcher, Tony Wagner states, “we need to reinvent, re-imagine our schools.”.

In response to the dilemma for school leaders on what this transformation should entail for 21st century learning, educational researchers cohort that we should intend to cultivate deeper understandings and higher order thinking in a holistic manner by pursuing changes in terms of students, teachers, school culture, school systems and leadership (Figure 1).

Figure 1: Schools Tranformational Model by Lenz et al. (2015, p. 149)

In order to re-imagine schools in such a transformational and holistic way, deeper learning theory proposes 4 components that need to be implemented in a school setting (Infographic).

1. Policy makers and teachers should opt to create a strong school culture

2. Educational staff should be working collaboratively

3. Teachers should design instructional content that is meaningful and relevant to students' lives

4. Deeper Learning outcomes should be the ultimate intention of each learning experience

 

Infographic: 4 Components of Deeper Learning Outcomes (by Monica Martinez and Dennis McGrath)

One key indicator of whether learning has been improved, is student learning outcomes. The latter relates to achieving 21st century skills or the four Cs of learning as they are commonly referred to: creativity, critical thinking, communication and collaboration. In deeper learning theory, student driven outcomes are more specifically addressed and interpreted in terms of the following:

• Mastering core academic content: Students attain and master core key subjects and use a metalanguage to fulfill certain tasks

• Think critically and solve complex problems: It is imperative for students to exhibit competency in thinking critically, analytical thinking process and creativity in solving problems

• Work collaboratively: Students should be familiarized and feel confident working in groups to be better prepared to respond in a team setting later in their lives and succeed several goals.

• Communicate effectively: Students should be able to communicate effectively both orally and in writing. They must cultivate their presentation skills and developing logical and convincing arguments that are appropriate for communicating in a variety of settings. 

• Self-directed learning and ability to incorporate feedback: It is imperative that students grow into mature learning, be able to set their own learning pace, determine goals and monitor their progress, as well as strive to improve.

• “Academic mindset”: The term refers to the mental state students have by feeling confident based on their skills and abilities, in a way that they are empowered to overcome obstacles.

These outcomes are incremental towards an authentic deeper learning approach.

Deeper Learning in Practice: The Strategies

Deeper Learning is far from a generic theory. In fact, it has already been utilized in a range of settings that extend beyond the scope of education, such as in training in businesses. However, the focus in this article is to examine the practical implementation and strategies pertaining to schools. 

Over the last decade the spotlight is on deeper learning principles (DLP). In regards to the previous, research findings has indicated substantial benefits from the use of deeper learning principles. The National Research Council in its 2012 report Education for Life and Work suggests the following research-based methods for developing true deeper learning: to employ multiple and varied representations of concepts and tasks, encourage elaboration, questioning, and self-explanation, engage learners in challenging tasks through supportive guidance and feedback, teach with examples and cases, promote student motivation, and implement formative assessment.

Other research has showed that among the prerequisites for a successful implementation of the theory are to design instructional content that extends beyond superficial activities and relate to authentic life situations and problems. Towards this direction, learning experiences for students should stem from project based, connected approaches and inquiry based learning principles. Further to these, deeper learning activities should rely on apprenticeship-based learning, which adheres to allocating mentors with a real-world role. All the above should take place in the context of a collaborative classroom setting where groups of students work together to solve complex real life problems and apply transferable knowledge.

 Dr Monica Martinez in her book "In Deeper Learning: How Eight Public Schools are Transforming Education in the 21st Century" (2014), draws on the example of eight public schools educating students based on the following six strategies for developing deeper learning principles:

1. Empowering students to lead their own learning (student owned learning) through disruptive learning experiences. Students as self-learners are empowered through taking over leadership roles, managing complex projects and assignments, as well as engaging in reflective practice. 

2. Emphasize meaningful learning experiences through inquiry-based learning that seeks solutions to real-world complex situations (student centered learning). Students in groups critically reflect and solve problems with teachers acting as facilitators in the learning experience.

3. Design connected experiences and subjects around central concepts and ideas that will lead to Deeper learning outcomes and content knowledge and skills (competency-based learning). In this way the instructional approach promotes a coherent picture of what in-school learning is.

4. Extend learning experiences beyond school with authentic and relevant entanglements and opportunities to learn. This can be achieved through interaction with local communities by reaching out to museums, organizations and corporations.

5. Personalized learning is incremental to cater for students’ individual needs. The latter requires substantial time and dedication to prepare a profile with insights of each student’s needs, abilities and competence in order to then design appropriate and meaningful lessons and activities. 

6. Use of technology is a powerful tool in succeeding deeper learning in the schools researched by Martinez in purposeful ways promotes meaningful learning. Engagement in digital literacy by means of projects can enhance students’ analytical, creative and critical thinking skills, as well as communicative and collaborative attributes effectively regardless of the location, anytime and anywhere.

The above strategies are schematically represented in Figure 2.

Figure 2: Strategies of Implementation to foster Deeper Learning

Research Evidence of the Impact of Deeper Learning

With educators constantly bombarded with new learning theories and best practices to reach the objectives of the new millennium, there is reason to be suspicious and reluctant to adopt new approaches. Nevertheless, in the case of deeper learning, substantial evidence exists on the beneficial impact from its systematic implementation. The vast majority of this work is based in the United States where deeper learning has been embraced by schools, universities and a range of other learning settings.

The American Institutes of Research conducted a study in 2014 which illustrates that students in deeper learning schools graduated at higher rates than others from non deeper learning schools. In particular, in the San Francisco Bay Area, Envision High Schools, fostering deeper learning principles, succeeded more than 90% of their students continuing to college, in comparison to the 50% of students graduating from all California High Schools. Importantly, students from these schools managed to score highest rates in the standardized Academic Performance Index tests, when comparing to all other California schools. And in many of these cases, these students were the first in their family to attend college.

As a result of the need to assess deeper learning, influential foundations have developed different formative assessments including the Collegiate Learning Assessment, which is vastly used by more than 175 institutions across the United States. Internationally, the most reputable test is the Programme for International Student Achievement (PISA) exam, offering a reliable and widely acknowledged measure of key aspects of deeper learning. Further to these, the federal government has funded two unique consortia of states: SMARTER Balanced Assessment Consortium (SBAC) and Partnership for the Assessment of Readiness for College and Careers (PARCC) in order to develop the next generation of assessments that comply with the principles of deeper learning and contemporary education standards.  

Conclusion

The quest for deeper learning is not utopia. It is a complete theoretical approach with practical guidelines to integrate in variant school contexts. Although much research is still needed to determine its impact, the preliminary work being carried out so far illustrates that
  deeper learning could be the path to re-imagining teaching and learning for 21st century education.

RELATED READ: Six Learning Trends Driving Education

Intrigued to know what you think.

(DISCLOSURE: This page contains affiliate links. If you purchase a product through one of them, I will receive a commission (at no additional cost to you). I only ever endorse products that I have personally used and benefitted from personally. Thank you for your support!) 

15 Ed Stories to Read Over the Weekend

Posted by Dr Stephania Savva

Description :

Finally, the first weekend of September is here and the educational world is preparing for yet another challenging year. Taking inspiration from this we have pulled together a useful list with articles that draw on all levels of education, from Primary to Higher Education and life-long learning such as online courses.

So, time to get some rest and catch up on some reading. Here we round up 15 key educational articles from around the web that caught our attention this week. Hope you find them interesting as much as we did.

1. Spaces for Learning. This excellent piece explores the significance of learning spaces of today by addressing the basic features of an emerging concept: ‘flexible’ learning spaces as environments that are catering for students’ different learning styles and needs while bringing an air of innovation and playfulness in the learning process. A glimpse to the classrooms of the future. 

2. Growth Mindset: How to Normalize Mistake Making and Struggle in Class. Everybody makes mistakes. In terms of mistakes made during the learning process at school, this article addresses Carol Dweck’s research on growth mindset to explain how teachers should create the appropriate classroom atmosphere that supports student’s efforts and promote “productive failure”: student develop a growth mindset as they cope with challenges and overcome failures.

3. 8 Ways Digital Storytelling Transforms Learning in 21st Century Education: The Research Evidence. Digital storytelling is a buzzword in the educational world. Read this interesting article about the transformative impact of digital storytelling for learning based on empirical research findings conducted in the last decade. 

4. Myths and Realities of Online Training. Online training is one of the key ways that adults choose to learn nowadays. This useful article clarifies some of the misunderstandings and prejudice surrounding this revolutionized way of life-long learning. 

5. Assessing the Potential of Gamification in Higher Education. Gamification, a term which refers to applying game-design thinking in different situations to make them more appealing is rising as an approach to teaching and learning in Higher Education. Know how it has been implemented in different universities across USA and what its benefits are.

6. Applying Learning Theory to Mobile Learning. Explore the latest issue of TD at work and know the basics of m-learning, drivers and barriers for its implementation, relevant learning theories and how to use them in practice as well as informal strategies to utilizing m-learning. A great resource. 

7. 6 Learning Trends Driving Education in 2015. Want to know the key teaching and learning practices and strategies that will influence education from 2015 onwards? This article compiles a list with learning trends including blended learning, maker education and four more that are changing the face of schools.

8. Learning Theory v5 - What are the established learning theories? An amazing graphic to get insights on the learning theories and key concepts surrounding them that have emerged in the past centuries. This is probably one of the most comprehensive summaries we’ve seen in a while on learning.

9. 12 Ways to Support ESL Students in the Mainstream Classroom. One of the best reads recently with great tips on how to support English as a Second Language (ESL) for your students, which is a reality of most mainstream classrooms today.

10. Learning Power: new research identifies Mindful Agency as central to resilience. Research findings published this week from Professor’ Crick investigation using the Crick Learning for Resilient Agency Profile (CLARA) suggest that Mindful Agency is a key learning power dimension. Know more about what this term involves and how it can affect research and practice around learning.

11. Developing Critical Thinking Skills in Elementary Students. Critical thinking is one of the most incremental and essential competencies that students should possess in the 21st century. Find out how to develop critical thinking in the classroom through the advice in this article. Includes an infographic and videos.

12. Harvard Launches 'Virtual Classroom' for Students Anywhere. Fascinating stuff happening in Harvard university by introducing a futuristic classroom through using HBX Live to teach its business students who won’t be physically able to attend lessons. Great read.

13. Using New Technology to Rediscover Traditional Ways of Learning. This is an excellent article with an alternative view of technology, discussing how it can enable engagement and traditional forms of learning through embodiment and observation strategies.

14. Museum-based Multiliteracies and Learning for 21st century skills: a preliminary study. This academic paper addresses findings from a doctoral study that employs a conceptual framework for museum teaching and learning drawing on multiliteracies pedagogy, an approach that takes into consideration students’ cultural and linguistic diversity and the demands of an increasingly multimodal and digitally mediated world to promote learning of 21st century skills.

15. “We shouldn’t assume people know what digital citizenship is”. Get top insights from educators organizing the first annual Digital Citizenship Summit on what the concept of digital citizenship actually entails and possible ways to address the gap of knowledge for its implementation by the greater educational community.

These are all! Let us know your insight and suggestions down below. 

Have an awesome weekend!