Physware For C13 B

Envisioning Action Networks for Global Missions

Pratibha Jolly

Chair, International Commission on Physics Education (ICPE): C14 of International Union for Pure and Applied Physics

C14. Commission on Physics Education

The International Commission on Physics Education promotes the exchange of information and views among the members of the international scientific community in Physics Education including:

1. The collection, evaluation, coordination and distribution of information concerning education in the physical sciences at all levels;

2. Information relating to the assessment of standards of physics teaching and learning ;

3. Suggestions of  ways in which the facilities for the study of physics at all levels might be improved, stimulating experiments at all levels, and giving help to physics teachers in all countries in incorporating current knowledge of physics, physics pedagogy, and the results of research in physics education into their courses and curricula.

Mandate

PHYSWARE: A collaborative project

to promote hands-on physics education

at the undergraduate level throughout the developing world

Pratibha Jolly, University of Delhi, IndiaPriscilla Laws, Dickinson College, US

Elena Sassi, University of Naples, ItalyDean Zollman, Kansas State University, US

Structure of the presentation

• “Developing World: A Perspective”– Worlds within the world– Problems and aspirations

• Genesis– WCPSD Action Plans– IUPAP Resolution– UNESCO Framework

• PHYSWARE: the core idea• PHYSWARE: the first workshop at ICTP• PHYSWARE: future plans

Mozambique

An Example of Challenge • Population :21 million

• National Language: Portuguese

• Purchasing Power Parity: 154 out of 180

countries• Population: Mostly rural

• Literacy: 48%

• Enrollment: 60% in primary school

• Girls Education: 5/6 students in elementary

school are boysImages and Data: P Laws

Alarming Concerns: Only 7 out of 100 in ages 17 to 23 years are in higher education!

Only 3.1% of GDP on Education

India … Another Example

Very Large Higher Education System

• Population 1.3 Billion • Literacy 63%• 350 Universities• 17,500 colleges• 8 million undergraduate students

Aspiring to be Knowledge Society

• 35% population under 15 years• 350 Universities

To sustain growth rate, require• 1500 Universities• Get at least 15% of youth in Higher Education • Spend at least 6% of GDP on Education

Reference: Report of the National Knowledge Commission http://knowledgecommission.gov.in

Reality check …

Challenges and opportunities

• Diversity in populations• Diversity in cultural contexts• Diversity in social contexts

• Diversity in access and equity• Diversity in resources• Diversity in systems of praxis

Access to primary education ?

Creating world class systems ?

The Knowledge Pyramid

Challenge: Re-inventing itself

From the traditional to the innovative

Curriculum ReformIntroducing New CoursesMultidisciplinary CentersProfessional DevelopmentEmphasis on Research

Improving InfrastructureStrengthening Science LabsComputer FacilitiesBroad-band ConnectivityE-resources

Creating an effective classroom

“Thinking” Teacher

“Thinking” Curriculum

“Thinking” Students

Learning environment: Generates and sustains the “Joy of Learning”Reflects Active Mental Engagement

Why do we still have

“Stagnant” and “traditional” curricula?

Easy to procure – available off the shelf and affordable Easy to operate – appropriate level of sophistication Easy to maintain – ample local technical support

Robust – of good educational quality Modern – reflects the state-of-art in education

Active Learning requires Resource material tuned to local framework Basic equipment for hands-on work

Rubric for change …

• Development process must be indigenous

• The vision teachers have of teaching-learning needs to be altered

• Adoption of innovative practices need frequent and long duration exposure

• Usage of innovative material cannot be sustained without learning to develop it

Developing communities also aspire for the best

World Conference on Physics and Sustainable DevelopmentOctober 2005, Durban

Physics Education Co-chairs:Pratibha Jolly (India) Priscilla Laws (United States)

Health

Energy

Development

Physics Education

Guidelines

Strengthen basic physics teaching in ways

• determined and sustained by local initiatives... recognizing local constraints and conditions

• enhanced by the use of locally developed examples … familiarity with context and content matters

• revitalized by the use of new teaching methods and resources… disseminating outcomes of physics education research

Target Groups:- secondary and undergraduate level - future physics teachers

WCPSD Action Plans for Education

• To give educators and students in developing countries access to high quality physics education resources by establishing a website and Physics Education Resource Centres in Africa, Asia and Latin America.

• To develop supplemental instructional materials for secondary physics courses that help students understand how the mastery of physics concepts can enable them to contribute to sustainable development in their own countries.

• To develop model workshops for teacher-trainers in Asia, Latin America and Africa that exemplify how active learning methods can be adapted to help meet the needs of students in developing countries.

• To establish a structured multi-disciplinary mobile science community that provides support to mobile science practitioners, enabled by a web and internet site at www.mobilescience.info hosted by the Institute of Physics (UK).

Workshop Title:

PHYSWARE: A Collaborative Workshop on Low-Cost Equipment and Appropriate Technologies that Promote Undergraduate Level, Hands-on Physics Education throughout the Developing World

Venue: The Abdus Salam International Centre for Theoretical Physics (ICTP) Trieste, Italy.

Dates: 16 to 27 February 2009

Course Directors: Pratibha Jolly (University of Delhi, India) Priscilla Laws (Dickinson College, USA) Elena Sassi (University of Naples, Italy) Dean Zollman (Kansas State Univ, USA)

The Abdus Salam International Centre for Theoretical Physics

Foster the growth of advanced studies and research in physical and mathematical sciences, especially in support of excellence in developing countries

PHYSWARE Workshop …

Theme: Teaching of Classical Mechanics

Goals: To adopt and adapt To develop and disseminate • Low-cost Equipment for Hands-on Learning• Active Learning Instructional Materials • Effective Use of New Technologies

– Modern day electronic instruments– Computer-based technologies– Open source software

Locally available materials Locally meaningful contextsLocally available expertise

Participant’s Profile1. Algeria

2. Argentina

3. Australia

4. Bangladesh

5. Brazil

6. Cameroon

7. Canada

8. Chile

9. Colombia

10. Cuba

11. Ethiopia

12. Ghana

13. India

14. Indonesia

15. Iran

16. Japan

17. Nigeria

18. Pakistan

19. Peru

20. Philippines

21. Sri Lanka

22. Sudan

23. Tanzania

24. Thailand

25. Turkey

26. Uganda

27. Venezuela

35 Participants from 27 Countries

• Multicultural, eclectic, talented, innovative• Demonstrated expertise in low-cost equipment design• Capacity to network with teachers in their region• Capacity to conduct follow-up workshops in their region

• Administrators• University teacher trainers• Instructors of introductory physics at the university level• Outstanding secondary school teachers

Participant profile …

… mostly from the developing world

Applications: ~ 200 from 48 countries

Participants: 35 physics educators from 27 countries

Week One

Active learning without Electronic Technology

Eclectic Resources:― University of Washington Tutorials― Workshop Physics― Interactive Lecture Demonstrations― Learning with Physics Suite― The AMSTEL resources― Naples PER group material― Uganda Project― University of Delhi Interactive Lab Tutorials

... Diverse Resources

Introducing low-cost equipment

• Do it yourself: e.g. Hand-made carts Dynamic Tracks Frictionless tables

• Rough and ready: e.g. Make shift inclined planes

• The Nuts and Bolts approach

• Stringing it all together

… Stretching the imagination

Mangos & Vines from Northern Uganda

Jude ByansiGulu University

Investigating Oscillatory Motionand affect of changing parameters

Pendulum Fabricated with

• Mahogany Flower• Walnut• Metal Nuts• Vines • Threads

Following the Learning Cycle withLow-cost alternatives

• Observing Motion with Hand-made carts• Measuring distance in arbitrary units• Innovative clickers for equal interval timing • Measuring time with cell phones• Rolling down inclined planes• Measuring force with rubber bands and springs• Using time of fall of coin to determine g

Exp

erential

Week Two

Active learning with basic Electronic Technology

Computer-based Data Collection Resources

Interfaces-Probes-Software-Resources from• Coach, AMSTEL• PASCO• VERNIER• Logger Pro Video Analysis

The Aha moments!

Introducing appropriate use of technology

NCS Orientation and Goal Setting Meeting, 17 May 2009, Potomac, MD

Blog, Wiki, Website …

Establishing a

Community of Practice …• Transcending diversity

– cultural– professional– geographical

• Developing and adopting– processes of social learning– new competencies

• Evolving – shared goals– shared socio-cultural practices– shared identity

– common vocabulary– common conceptual understanding of problems

– shared repertoire of tools, techniques and solutions

Social learning

EngagingExperiencingExpressingEndeavoring

CommunicatingContributingCollaboratingCreating

Recurring questions

• How best to carry forward the process of social learning by bringing others into the fold of the community of practice

• How best to bring into the mainstream innovations in physics education

Important clues may be provided by demographical mapping of innovative curriculums adopted the world over

Mainstreaming Global Innovations …• Creating culturally sensitive adaptations

• Creating a community of practitioners

• Creating critical number to affect change in the system

• Creating regional leaders through intensive train-the-trainer workshops

• Sustaining capacity building so that training is not just a spike in the career graph

• Providing international support to regional leaders spanning local and global divides

PHYSWARE ..

Further Plans

• Establishing a PHYSWARE Community of Practice (web-based CoP)

• Strengthening Synergetic Networks

• Collating Examples of Best Praxis

• Creating thematic PHYSWARE Kits with Manuals

• Documenting Social Dynamics of PHYSWARE CoP

• Evaluating Mainstreaming of Pedagogic Innovations

… envisioning global networks

Wish list …

PHYSWARE Action Plan for ICTP • Annual Physics Education Workshops linking

– Linking fundamental physics to emerging areas of research– Informed by contemporary new pedagogy– Involving ICTP Research Associates and Faculty

• Integrating Physics Education into ICTP Activities– Components in Diploma and Post-graduate Programs– Train to better serve educational needs of home country

• Create ICTP Physics Education Associates– Teacher Trainers– Regional Leaders

• Establish Web-based Community of Practice in Physics Ed – Leveraging ICTP’s infrastructure and informatics services

… Seek Funding for a 5-year plan

It can be done!

Adapting to global change …

Challenge or opportunity ….

Wo

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