https://doi.org/10.19053/01227238.12833
Artículos
e-Learning Integrated
STEMEducation Center (eLISE) in Asia: A Reflection Case Study of Taiwanand
Vietnam Research Project
Centro integrado de e-Learning y educación en STEM en Asia: una reflexión desde la
experiencia de investigación en Taiwan
y
Vietnam
Centro integrado de e-Learning e educação em STEM na Ásia: uma reflexão a partir da perspectiva de pesquisa
em Taiwan e Vietnã
Chun-Yen Chang[1]* https://orcid.org/0000-0003-2373-2004
Pei-Ling Lin[2]**
https://orcid.org/0000-0003-3028-9231
Nguyln Thj To Khuyên[3]*** https://orcid.org/0000-0003-3592-0969
* Science Education Center, National Taiwan Normal
University, Taiwan
** Chung Yuan Christian University, Taiwan
*** Graduate Institute of Science Education, National
Taiwan Normal University, Taiwan
Abstract
Objective:This article
describes the implementation plan, advance and future directions of the
academic and educational research center eLISE (e-Learning Integrated STEM
Education Center) whose foundation intends to narrow the collaboration between
Taiwan and Vietnam in e-Learning and STEM (Science, Technology, Engineering,
Mathematics) in the framework of the New Southbound Policy[4], a
long-term project announced by the Taiwanese government to strengthen the
partnership with South Asian countries.
Originality / contribution:This
article contributes to the reflection about the promotion of international
cooperation in innovation, scientific and technological research as well as the
analysis of public policies guided towards e-Learning and STEM innovation.
Method/ strategies: The
stages of the research and innovation process were (1) Innovation e-Learning
and STEM Instruction teaching material and module: test application, teacher
workshops and interviews (2) Innovation e-Learning and STEM assessment through
CloudClassRoom observation with Gamified Electronic Audio Response System and
Google Bert.
Conclusions: The
description of the implementation of eLISE, the explanation of the development
of innovative curriculums and teacher workshops, as well as the talent exchange
and the cooperation between industry and academy, highlights the importance of
cultivate talents and workforces educated through STEM and e-Learning, seeking
regional development and prosperity for both, Taiwan and Vietnam.
Keywords: STEM; Asia; New Southbound
Policy; Cross-border cooperation; e-Learning.
Resumen
Objetivo:
Este artículo describe el plan de
implementación, avance y direcciones futuras del centro de investigación
académica y educativa eLISE (e-Learning Integrated STEM Education Center), cuya fundación pretende estrechar la colaboración entre
Taiwán y Vietnam
en e-Learning y educación en STEM (Science,
Technology, Engineering, Mathematics) en el marco de3
vs
la Nueva Política hacia el
Sur, un proyecto a largo
plazo propuesto por el Gobierno Taiwanés que busca el fortalecimiento de las
relaciones entre los países surasiáticos.
Originalidad/aporte: Aporta a la reflexión sobre la
promoción de la cooperación internacional en innovación, investigación
científica y tecnológica, así como en el análisis de políticas públicas guiadas
hacia la innovación en e-Learning y educación en STEM.
Método/estrategias de recolección de información: Las etapas del proceso de
investigación e innovación fueron: (1) Módulo y material de innovación
e-Learning y educación: aplicación de test, talleres de formación de profesores
y entrevistas (2) Innovación e-Learning y evaluación STEM mediante observación de CloudClassRoom, además de Gamified Electronic Audio
Response System y Google Bert.
Conclusiones:
La descripción de la implementación de eLISE, la explicación del desarrollo de currículos innovadores y la implementación de los talleres de profesores, así como el intercambio de talentos y la cooperación entre industria
y academia releva la importancia de cultivar talentos y fuerzas de trabajo educados en e-Learning y STEM que busquen el desarrollo
regional y la prosperidad para Taiwán y Vietnam.
Palabras clave: Educación en STEM;
Asía;
nueva política hacia el Sur; cooperación transfronteriza, e-learning.
Resumo
Objetivo: Este artigo descreve o plano de implementação,
progresso e direções futuras do centro de pesquisa acadêmica e educativa eLISE
(e-Learning Integrated STEM Education Center), cuja
fundação pretende fortalecer a colaboração entre Taiwan e Vietnã no e-Learning
e educação em STEM (Science, Technology, Engineering, Mathematics) no marco da Nova Política para o Sul, um projeto de longo prazo
proposto pelo governo taiwanês que busca o fortalecimento das relações entre os
países do sul asiático.
Originalidade/contribuição: contribui
para a reflexão sobre a promoção da cooperação internacional na inovação,
pesquisa científica e tecnológica, assim como na análise de políticas voltadas
para a inovação em e-Learning e educação em STEM.
Método/estratégias de coleta de dados: As
etapas do processo de pesquisa e inovação foram: (1) Módulo e material de
inovação e-Learning e educação:
aplicação de testes, oficinas de formação de professores e entrevistas, (2) Inovação e-Learnig e avaliação STEM mediante
observação de CloudClassRoom, além do Gamifield Electronic Audio Response
System e Google Bert.
Conclusões: A descrição da implementação de eLISE, a explicação do desenvolvimento de
currículos inovadores e a implementação das oficinas para professores, bem como
o intercâmbio de talentos e a cooperação entre a indústria e a academia destacam
a importância de cultivar talentos e forças de trabalho formadas em e-Learning
e STEM que busquem o desenvolvimento regional e a prosperidade para Taiwan e
Vietnã.
Palavras-chave: Educação em STEM; Ásia; nova política para o Sul;
cooperação transfronteiriça; e-leaming.
Recibido: 10/11/2020
Evaluado: 23/01/2021
Aprobado: 20/01/2021
Introduction
“One STEM teacher, one
thousand STEM minds (talents)”- The aim of e-Learning Integrated STEM Education
Center (eLISE)
To develop, extend cooperation and partnerships among
New Southbound Countries (Thailand, Indonesia, Philippines, Malaysia,
Singapore, Brunei, Vietnam, Myanmar, Cambodia, Laos, India, Pakistan,
Bangladesh, Nepal, Sri Lanka, Bhutan, as well as New Zealand 18 and Australia) has become a
vital national goal for Taiwan. In 2016, Taiwan’s government announced a
long-term project called the “New Southbound Policy”, aiming to strengthen the
partnership with South Asian countries. Thus, to establish a crossed-countries
educational and academic research center for close collaboration towards
e-Learning and STEM (Science, Technology Engineering, and Mathematics)
education, aptly named the e-Learning Integrated STEM Education Center (eLISE),
is the core purpose of this project proposal. The establishment of eLISE will
expand and enhance Taiwan’s international influence in innovative e-learning
and STEM education fields.
Redefined as a “New Asia” for the next generation, this
policy emerges as the immediate and future vision of the region. According to a
report from the Taiwanese Ministry of education, at the elementary and middle
school level, one in ten of the Taiwanese students’ parents come from a New
Southbound country[5].
Ten percent of the next generation of Taiwanese’s science and technology
enlightenment come from New Asian countries; accordingly connecting and
cooperating with New Asian countries for e-learning and STEM education
investigation and research is a vital goal for national compulsory education in
Taiwan. The need to develop a new paradigm of e-Learning and STEM from local
views, to fit the needs of students in New Asia countries, is an emergent and
valuable goal for Asia STEM education. We believe the establishment of eLISE
will help cultivate the STEM and e-Learning workforce and further raise
national industries’ competitive levels for both Taiwan and Vietnam. By using
Vietnam as a bridgehead, the impact of eLISE greatly extends out to other
associations of Southeast Asian Nations (ASEAN) countries.
Alongside the rapid changes and developments in our
society the problems and issues we face today have become increasingly complex
and require knowledge and understanding from many subjects, often linked
together and connected[6].
In today’s modern society there are continual innovations in electrical
engineering and technology for applications in our daily life. The need for
contextual, competency-oriented innovative e-learning, STEM curriculum,
assessment, and training that helps students develop the competencies to
respond to the challenges in today’s society, is
rising[7].
How to cultivate the talents in e-Learning and STEM fields and attract more
students and talents form New Asian countries in pursuing academic degrees in
Taiwan, based on Taiwan’s existing science and technology achievements, is a
core target for eLISE.
The goals of eLISE include:
1.
To promote international cooperation
in scientific research and technological innovation in the areas of e-learning
and STEM (Science, Technology, Engineering, and Mathematics) education;
2.
To encourage two-way exchange and
cultivation of talents in innovative e-Learning
and STEM education fields;
3.
To establish a database of local
scientific research talents in innovative e-Learning and STEM education fields;
4.
To promote industry-academia
cooperation and technological development in innovative e-Learning and STEM
education fields;
5.
To research and analyze Taiwan’s and
Vietnam’s government policies toward innovative e-Learning and STEM education;
6.
By using Vietnam as a bridgehead, and
cooperating with “Science and Technology Division in Hanoi, Vietnam, Ministry
of Science and Technology,” eLISE can further enter and impact
e-Learning and STEM education in Laos, Cambodia, Thailand, Indonesia, Malaysia,
and Myanmar, extending out across the IndoChina peninsula.r
The core teams of eLISE will be The Science Education
Center at National Taiwan Normal University (SEC, NTNU) and Hanoi National
University of Education (HNUE). NTNU and HNUE are both the leading university
of teacher cultivating in Taiwan and Vietnam, respectively.
SEC, NTNU, is known for its
contributions to research and development in science education. As the major
think tank for the Ministry of Education of Taiwan. The Science Education
Center accommodates experienced researchers of science and science education,
mainly coming from the College of Sciences at the National Taiwan Normal
University. SEC, NTNU advises on strategic planning for the Ministry of
Education and carries out research projects funded by the Ministry of Education
and Ministry of Science and Technology of Taiwan. Our research team in Taiwan
is deeply involved in the development and implementation of interdisciplinary
courses in science and technology. From 2017 to 2020, the SEC, NTNU has been
running a three-year joint project, funded by the Taiwanese government’s new
south boundary policy: The STEM for 2TV (Science, Technology, Engineering, and
Mathematics for Taiwan, Thailand, and Vietnam) collaborative project between
NTNU, Kasetsart University (KU) in Thailand and Hanoi National University of
Education (HNUE) in Vietnam.
HNUE is a leading university
in promoting e-Learning and STEM education in Vietnam (ranked 47 th in Vietnam)[8]. The HNUE faculty members
involved in this project are experts in designing and implementing integrated
themes to teach science in an interdisciplinary manner. HNUE is also the main
organization to prepare teachers of integrated science teaching in Vietnam.
Our previous cooperation and
results of the STEM2TV project show the effects of adopting 20 a Taiwanese
based curriculum design toward Vietnamese and Thailand in-service teachers’ and
students’ needs. The teacher-training workshop(s) includes both STEM
theoretical and practical content and innovative ICT tools. The in-person
interaction with local teachers further allowed researchers to investigate the
well-designed STEM pedagogy and gather Πfeedback
from different countries’ teachers for New-Asia STEM education development.
Based on the
process and results of implementing a STEM curriculum in a different country
and context, the framework for designing suitable STEM curriculum to fit local
needs is clarified. According to the empirical and practical results of this
project, the process of developing a STEM curriculum framework is a reference
for designing in-service teachers’ STEM education training.
Our experiences and results
of the STEM2TV project can also contribute to how to improve international
collaboration, to leverage different experiences, and to guide local e-learning
and STEM education research in obtaining the comprehensive and contextual
understanding among different southbound countries for promoting e-learning and
STEM education.
SEC, NTNU, and HNUE have
built up substantial and close cooperative researches and events since the
STEM2TV project starting. We believe this joint venture of the e-Learning
Integrated STEM Education Center is an indispensable opportunity to create
extensive cooperation in achieving regional development and prosperity for
Vietnam and Taiwan. The related STEM2TV academic publications and
invited/keynote speeches are as follows.
The SEC, NTNU, has rich experiences, fruitful
cooperation, and alliance with EiNUE as well as middle schools in Vietnam. From
2017 to 2020, the SEC, NTNU held a three- year joint project, funded by the
Taiwanese government’s new south boundary policy: the STEM for 2TV (Science,
Technology, Engineering, and Mathematics for Taiwan, Thailand, and Vietnam)
project, in conjunction with Kasetsart University (KU) in Thailand and Hanoi
National University of Education (HNUE) in Vietnam. The STEM2TV project aims to
investigate and develop an innovative approach to STEM education in this
region. The project goal focuses on how to develop modules, assessment tools,
and professional teacher training to fit students’ needs and help teachers
build their STEM curriculum and pedagogies in New Asian countries. Figure 1
below shows the project framework.
Figure
1.
The project framework and vision for STEM2TV
From an international perspective, Taiwan and Vietnam
both support STEM education as a means of increasing global competitiveness and
economic growth. The governments (Ministry of Science and Technology in Taiwan
and Ministry of Education and Training in Vietnam, have initiated substantial
funding toward STEM education developments[9].
Evenwith the policy supports from these two countries encouraging more
communities to join and explore vast possibilities of improving STEM education
within the context of STEM education, Taiwan and Vietnam share many
similarities, including the same challenges of implementing STEM modules and
e-leamingin classrooms. The high-stake examination for enrolling high schools,
and universities and large class sizes (around 30-50 students in one class) are
significant and shared challenges. Table 1 summarize contexts between Taiwan
and Vietnam.
Table
1. The summary of the
similarities and differences of STEM contexts between Taiwan and Vietnam.
|
|
Taiwan |
Vietnam |
|
Government STEM initiatives and
funding |
Ministry of Science and
Technology |
X |
|
High stake examination |
Joint College Entrance
Examination (JCEE) |
University Entrance Examination
(UEE) |
|
Large class size |
V |
V |
|
Located in the Chinese
(Confucianism) cultural sphere |
V |
V |
|
PISA results: High performance
with low interest in science |
V (ranked 4th) |
V (ranked 8th) |
|
Pre-service Teachers'
professional Developing |
Theoretical trainingtoward
Science education |
Practical training toward
Science classroom |
The need to develop suitable e-Teaming in Taiwan and
Vietnam base on another common issue relates to the so-called Confucianism
culture and the silent classroom. Although Taiwanese, and perhaps Asian,
students usually remain quiet in classrooms, they might not share the same
reason for being silent. They may even not prefer to be quiet in class at all.
As indicated by recent research on students’ preferences towards science
classroom participation[10],
students have more diverse preferences towards science classroom participation
if verbal and non-verbal classroom participatory practices are seen as being
coexistent, ratherthan dichotomous. In previous studies[11]
student engagement in verbal practices, such as asking or responding to
questions, are seen as verbal participation.
On the other hand, student engagement in non-verbal
practices, such as attentive listening, thinking, doing practical work, and
taking notes, is seen as non-verbal participation. The studies revealed a
variety of classroom participation preferences; with, only about 40% of
students preferring non-verbal participatory practices[12]. As
suggested by learning environment research[13],
the mismatch between students preferred and actual learning environments can
have a negative impact on students’ learning outcomes. Thus, exploring and
conducting the multivariate curriculum and assessments’ designs of e-Learning,
which can fit the needs of silent and verbal participatory students, will be
another important consideration for our project goal.
With our close alliance and fruitful results with the
HNUE in the STEM2TV and the similarities and differences of STEM contexts
between Taiwan and Vietnam, we believe that HNUE is the most suitable institute
to cooperate to establish the eLISE center.
Up
to now, the development of related innovative e-Learning and STEM curriculum
modules, assessments, teaching material from the SEC, NTNU is becoming mature
and has obtained several patents (show as figure 2). Through the establishment
of the eLISE center, Taiwan can help HNUE to develop the local innovative
e-Learning and STEM curriculum modules, assessments, teaching material of
Vietnam, and our eLSE network layout can also link to both the industrial and
academic ends of Vietnam. In terms of academic collaborations, the eLISE will
cooperate with the numbers of teacher education universities in all parts of
Vietnam (for example, the Thai Nguyen University of Education, University of
Technical Education, Ho Chi Minh City, etc.) to promote the results of the
eLISE to local primary and secondary schools in Vietnam. In terms of
industry-school cooperation, the eLISE will modularize our innovative
e-Learning and STEM curriculum modules, assessments, teaching material, and
cooperate with local commercial companies of scientific games and teaching
material in Vietnam, in order to assist the technology transfer of academic
research results successfully.
The international cooperation between Taiwan and
Vietnam through eLISE will help Taiwan promote further and impact the e-leaming
and STEM education in other ASEN countries. Using Vietnam as a bridgehead, eLISE can
further enter and impact the e-Leaming and STEM education in Laos, Cambodia,
Thailand, Indonesia, Malaysia, and Myanmar and across the entire Indo-China peninsula.
Figure 2.
The related obtained patents of the SEC, NTNU
Research plan
To bring a clear picture of eLISEs establishment and
development. The objectives of the cooperative events of eTISE will be: (1) to
develop an interdisciplinary, innovative e-Learning and STEM curriculum,
implemented in both Taiwan and Vietnam, (2) to coordinate sub-projects to
ensure the effectiveness of the innovative e-Learning and STEM curriculum, and
(3) to cultivate talents in innovative e-Leaming and STEM education fields. The
academic researches and classroom practicing in eTISE will encompass the
following four subprojects: (f ) Curriculum and Instruction- using innovative
technology to facilitate innovative e-Leaming and STEM teaching, (2) Innovative
assessment for the next generation- establishing innovative e-Leaming and STEM
standards, and assessing students’ competencies (3) Teacher Education-
developing teachers’ capacity of innovative e-Leaming and STEM teaching. (4) To
research and analyze Taiwan’s and Vietnam’s government policy toward innovative
e-Leaming, and STEM education and (5) To advise on planning and strategy to the
Ministry of Education of Taiwan and Vietnam and cany out research projects
funded by the Ministry of Education and Ministry of Science and Technology in
Taiwan. Presented below, in the following figure 3, is the researching and
practicing framework of eTISE.
Figure
3. The
researching and practicing framework of eLISE
The Administrative and industry-academic cooperation
Group will be responsible for the related administrative matters of hosting
workshops, communicating with local schools and industries. The Administrative
and industry-academic cooperation Group will include two full-time research
assistants and numbers part-time research assistants in Taiwan and two
full-time research assistants and numbers part-time research assistant in
Vietnam.
The regular meetings and research mobility from two sides
will be held in order to cooperate on the cross-countries academic events and
exchanging the local researching and practicing experiences.
Figure 4. The organization of the eLISE center
By taking advantage of the eLISE centeris location
(HNUE is only 2 km away from the Science and Technology Division Taipei
Economic and Cultural Office in Hanoi, Vietnam), we will work closely with the
office to connect with major universities in Vietnam. The eLISE will play a
connector to introduce Taiwan’s achievements
in science and technology and help 26
expose and promote existing science and education media of
the Ministry of Science and Technology of Taiwan to Vietnam.
Expecting results
For the
first mission of the eLISE project, we focus on developing innovative
e-Learning and STEM curriculum modules, assessments, and teaching material_to
further the project phase. Based on SEC, NTNU’s previous research results and
experiences, the development of the curriculum modules, assessments, and
teaching material will include multiple elements, including (1) Curriculum
design framework: Integrated STEM Instructional Module (6E Learning by DeSIGN™
Model), Question-Driven Instruction (QDI) model, (2) Teaching materials of XR
(Augmented reality, Virtual reality, or Mixed reality) and Social scientific
issue game-based learning materials, and (3) the Assessment tool: ICT platform:
CloudClassRoom.
The first version of all innovative e-Learning and STEM
curriculum modules, assessments, teaching material was developed in English and
then translated into Vietnamese. The researching mobility will also focus on a
two-side research team’s academic meeting to research and analyze Taiwan’s and
Vietnam’s government policy toward innovative
e-Learning and STEM education to bring a comprehensive context for developing
the localizing innovative e-Learning and STEM curriculum modules, assessments,
and teaching materials.
For the curriculum design framework of the e-Leaming
and STEM modules development, the Integrated STEM Instructional Module follows
the 6E Learning by DeSIGN™ Model, and the Question-Driven Instruction (QDI)
model will be used.
By using the 6E model, students will engage in
exploring, explaining, engineering, enriching, and evaluating their solutions
to context-based real-world STEM issues, which required an application of
mathematical and scientific concepts. Mathematical modeling was incorporated
while students were designing, testing, and revising their solutions to
context-based real-world problems.
In QDI, the teacher continually poses questions to
challenge students. By answering the questions and discussing answers with
peers, students are engaged in constructing, testing, and refining their
knowledge. The iterative process of question-answering forms a tight feedback
loop to help the teacher monitor and guide students’ performance over time in
multiple problem-solving situations. The teaching effectiveness of QDI is
validated by numerous studies conducted in western classrooms[14].
QDI is an ideal starting point to design useful methods to implement our STEM
module. The process of QDI is well aligned with the research-based principles
of how people learn. QDI is assessment-centered, leveraging a tight
assessment-and-feedback loop to stimulate students’ metacognition to monitor,
revise, and continually improve their learning. It also helps teachers diagnose
and address students’ learning difficulties and needs in a timely manner.
Moreover,
QDI is both learner and knowledge-centered. If appropriately used, QDI is a
highly efficient method for teachers to gauge students’ changes in knowledge,
skills, attitudes, beliefs, and cultural practices. Thus, based on QDI
information, teachers can adjust and reorganize instructional activities more
effectively. QDI is also community-centered, requiring students to solve
problems together and prompting a sense of affiliation and community in the
classroom. Context-based problems can be used in QDI to motivate and guide
students’ inquiries into context-based real-world STEM issues. The process of
QDI implementation documented in the literature serves as a concrete template
for us to develop modules. QDI is easy for teachers to employ, extend, and
modify in their regular school programs. Engineering design and mathematical
e-modeling can be inserted between each context-based problem, as follow-up
activities to test students’ solutions to problems empirically, and to make
Engineering and Technology more apparent.
For teaching materials of the e-Learning and STEM
modules development, XR (Augmented reality, Virtual reality, or Mixed reality)
and Social scientific issue game-based learning materials.
As technology continues to advance, people worldwide
are eager to take advantage of its rapid development. With the help of the
media, more people are becoming interested in Augmented Reality (AR) and
Virtual Reality (VR) or Mixed Reality (MR). AR is defined as “a real-world
context that is dynamically overlaid with coherent location or
context-sensitivevirtual information” (Klopfer & squire, 2008; p205). It
carries the properties of combining real and augmented objects, running
interactively in real times, and registering real and augmented objects with
each other[15]
XR technology can provide a simulated learning context for students to explore
the situations and problems in the real world. Despite the challenges of the
effectiveness and appeal of XR technology in education, learning, and training
(ELT), XR technology is still considered to have great potential in this area
of application. XR technology allows students to understand the tools and
technologies they will face after entering the industry through simulation,
reduce the gap between academics and industry, and accelerate the development
of innovative technologies for XR. Bringing a “multiplier effect” can also
reduce the cost of purchasing teaching tools and equipment. XR can make
cross-disciplinary education integrating science, technology engineering, and
math (STEM) more interesting, more attractive, and more productive. XR can create
a more effective learning environment, enabling STEM to emphasize interactive,
inquiry, and goal-oriented learning methods. Students will get a more engaging
learning experience. The main reason is that XR can immerse students in the
learning environment; virtual collaboration with international students can
also be carried out through distance learning to reduce barriers to students’
access to world-class scientific expertise through cross-border collaboration.
According to SSI & STEM game-based E-learning
material (SSGELM), there are various issues in our daily life affected by the
social diversity and global communication, additional, due to the need of
individual life and the development of a sustainable society, it is important
in terms of issue education as well as issue learning.
The SSGELMs, designed by our group, provide the
advantage of issue learning. First, the entertaining environment of a board
game can improve students’ learning motivation, and the systemic rules of a
game can assist students in constructing the concepts of issue. Second, the
simulated social interaction in a game can help students transfer their
learning experience got in the game to daily life. Third, the functions of 3R
(VREMREAR)-assisted board games (e.g., Increasing the amount of information,
presenting various representations) can model game structure precisely and
promote the students’ inquiry abilities, such as information gathering, factor
exploring, and action planning. Final, board games are easy to carry and operate,
which can facilitate education promotion.
The SSGELMs can guild the student’s awareness of the
issues in life, and analyze the contexts of the issue according to different
perspectives and disciplines, additionally bringing up their problem-solving skills,
responsible value, and dynamic behaviors. SSGELMs has English and Vietnamese
language versions.
1. “SAVIOURS,” a board game of climate
change adaptation issues
The game system, active learning, and inquiry learning:
defining problems, analyzing risks, evaluating strategies, executing
strategies, monitoring responses, and correcting actions.
The E-system: The simulation of disaster-causing
factors, the interactions of disaster and disaster prevention: Augmented
reality for exploring the cause and impact of a disaster. Finally, the disaster
response system is developed for the response of disaster prevention
strategies.
2. “Water Ark,” a board game of sustainable water
resources management
The game system: Multiplayer social interaction
learning: Public benefit, water distribution, conflict negotiation.
The E-system: The simulation of the interaction and
resource consumption in a multipla¬yer society: Interactive response system for
professional behavior and resource distribution.
3. “Electric current war,” a board game
with electrochemistry and circuit physics
The game system: STEM learning: Electricity concept, battery detection,
circuit connection, metal reactivity calculation.
The E-system: Arduino for detecting and exporting
electric current; arithmetic exploration program for calculating metal
reactivity.
(Playable situation)
(Electrochemistry) (Circuit physics
Our group has also implemented teacher workshops to
train the teachers to design the SSGELM with an open-source. The content of the
workshop includes the idea and design process of SSGELM, the application by
technology, and the teaching and evaluation of SSI or STEM education. For
example, the application by technology are real-time effects (by Recorder app),
information collection (by VR), inquiry disclosure (by AR), factor calculation
(by Excel), real-time statistics (by CCR), environmental
processing (by MR).
In order to develop an appropriate formative assessment
tool for the e-Learning and STEM curriculum modules, the ICT platform called
CloudClassRoom (CCR) will be used. CCR is a powerful formative assessment
platform for our e-Learning and STEM curriculum module, which can record
student’s learning achievements and perceptions in the STEM class. The basic
idea of CCR is using mobile devices to enable every student in a real classroom
to respond to the teacher’s questions in a prompt and fully collective manner.
CCR is written in HTML 5.0 and works on all mobile devices (such as laptops,
PDAs, smartphones, and tablets) without additional software or plug-ins
installation. Once a teacher uses his or her devices to connect to CCR, he/she
can pose various types of questions to the whole class. Students are then
enabled to use their personal devices to respond with digits, text, pictures,
animations, or even multimedia. By this means, silent students may feel it is
safer or more comfortable to participate because there is no pressure to speak
an answer out loud or raisetheir hands to volunteer to speak. Verbal students’
needs for interacting with teachers and peers may be met as well[16].
At present, CCR has combined with the Short Text
Analysis Module to use natural language processing technology. CCR can automate
key vocabulary retrieval, topic analysis, organization, and grouping for
students’ text so that teachers can quickly understand the class students’ text
short answer content and carry out appropriate teaching activities accordingly.
CCR currently contains three different text Analysis Algorithms, including
Hierarchical Agglomerative Clustering and Latent Semantic Analysis, as well as
the Latent Dirichlet Allocation. CCR is now using the pre-training module
provided by Google BERT. The deep two-way unsupervised AI learning method is
used to obtain deeper concepts beyond students’ answers, and make more accurate
grouping by using broad concept labels, which also enables teachers to
interpret the general situation absorbed by students quickly.
In
2019, CCR entered a new milestone. It developed the IRS game mode (Gamified Electronic Audience Response System, GEARS).
Teachers can shorten or lengthen the permitted response time, provide rewards
for students’ correct answers, and set available props. Students can use props
that teachers open, such as: increasing the number of seconds in the time
limit, deleting the choices in multiple-choice questions, watching the current
class answer, and so on. There is also a “hero list” in the system, which will
announce the scoring situation at any time, and let the first-place student
express their thoughts to the class. CCR makes traditional classroom teaching
easier, and the new game mode adds fun, anticipation, and excitement to
activities. The CCR system allows teachers to make effective-in-class
modifications to enrich both students’ learning interests and achievements.
Results show that students can learn while fully engaging in entertainment as
they play games. CCR be selected as “An Exemplar Institution” in the 2019
EDUCAUSE Horizon Report. CCR was selected from over 60 submissions from various
institutions in the United States and internationally.
Using the idea of Question-Driven Instruction[17],
each E phase of the 6E Integrated STEM Instructional Module will start with the
teacher continually posing related questions on CCR to challenge students and
raise students’ attentions to join the teaching-learning process. Following the
activity of each E phase, students need to answer the designed formative
assessment questions on CCR.
The second
mission of eLISE is talent cultivation of innovative e-Learning and STEM
education in Vietnam and Taiwan. _The
talents and teacher-training workshops will be held in Vietnam and Taiwan both
to present our first-phase results: innovative e-Learning and STEM curriculum
modules, assessments, teaching material, and provide the training of the
application and designing opportunities to the workshop participants. The
participants will include university faculties, under and graduate students,
school teachers both in Taiwan and Vietnam. Workshops will be designed to
popularize the ideas of using innovative e-Learning and STEM curriculum
modules, assessments, teaching material, and to equip the participantswith the
skills needed in the incorporated course. The pilot test of our innovative
e-Leaming and STEM curriculum modules, assessments, teaching materials will be
applied to local classrooms in both Vietnam and Taiwan.
Also, the two-side visiting scholars, students, and
staff exchanging will be essential. The talents exchanging and visiting and
pilot studies will facilitate the workshop talents’ training and provide deeper
observations and investigation of e-Learning and STEM education in Vietnam and
Taiwan. By connecting with the resources of the International Doctoral Program
in Integrative STEM Education of NTNU, which aim to assist countries around the
world in training STEM innovators for the future of the technology industry the
eLISE can further offer the opportunity to attract more e-learning and STEM
students/talents from Vietnam to pursue academic degrees in Taiwan.
The third
mission of eLISE combines the results of the first mission (innovative
e-Learning and STEM curriculum modules, assessments, teaching material) and the
second mission (talent cultivation of innovative e-Learning and STEM
education). Full-implementation and evaluation of the e-Learning
and STEM curriculum modules will be organized in local classrooms in Vietnam
and Taiwan by the in/pre-teachers, which attend our workshop training.
Empirical studies will be conducted to assess teachers’ perceptions and
teaching effectiveness towards using the e-Learning and STEM curriculum
modules. Teachers will be assessed by the experts on the effectiveness of their
teachings with their self-developed e-Learning and STEM curriculum modules.
Teachers’ perceptions of implementing Integrated STEM Instructional Module (6E
Learning by DeSIGN™ Model, Question-Driven Instruction (QDI) model), Social
scientific issue game-based learning materials, and CCR, XR technology into
their teaching will be assessed through the quantitative and qualitative
instrumentations. Encourage and facilitate in-service teachers with outstanding
innovative e-Learning and STEM curriculum modules, assessments, teaching
material to participate in related innovative teaching module design
competitions.
The eLISE will play a connecting role to cooperate with
science game-based companies, help to the commercialization of our innovative
e-Learning and STEM curriculum modules, assessments, teaching material. Thus,
further to promote industry-academia cooperation and technological development
in innovative e-Learning and STEM education fields in Taiwan and Vietnam.
The goals of the first year of the eLISE project will
focus on (1) the translation of the innovative e-Learning and STEM curriculum
modules, assessments, teaching material from SEC, NTNU in English version and
Vietnamese version, (2) the workshops of cultivation of innovative e-Learning
and STEM technical talents and (3) the research mobility and local classroom
observations investigating the similarity and difference of Taiwan’s and
Vietnam’s government policy and local classroom needing of innovative e-Learning
and STEM education.
Based on the first year’s results, the eLISE will place
emphases on (1) the developing of Vietnamese localized innovative e-Learning
and STEM curriculum modules, assessments, (2) the holding the STEM teacher
training workshops, and (3) actual classroom operations of Vietnamese localized
innovative e-Learning and STEM curriculum modules, assessments in Vietnam
schools in the second year.
The eLISE will extend our effectiveness to
industry-school cooperation in the final year of the project. In this phase,
the eLISE will hold the international academic conferences/ forums and
investment fairs to promote, discuss, and further advise our project results
toward both the academic community and commercial companies. Also, the core
idea of research mobility in the final year will be investigating how to
modularize and commercialize our innovative e-Learning and STEM curriculum
modules and assessments, teaching material with Vietnamese commercial companies
in order to realize the technology transfer of academic research results
successfully.
Based on the idea of “one thousand STEM teacher and ten
thousand STEM minds” with eLISE, the (1) developing an innovative e-Learning
and STEM curriculum modules, assessments, teaching material, (2) the STEM and
e-Learning teachers and talents training workshops, (3) talents exchanging and
(4) industry-academia cooperation and (5) e-learning and STEM modules
implements in local classrooms in Taiwan and Vietnam, we believe the project of
eLISE can cultivate future e-learning and STEM talents and workforces in
achieving regional development and prosperity for both Taiwan and Vietnam.
According to our future results and experiences of the eLISE, we can further
advise on planning and strategy for the Ministry of Education and carry out
research projects funded by the Ministry of Education and Ministry of Science
and Technology in Taiwan and Vietnam.
The
leadership team of the eLISE center is divided into two levels: “director” and
“task force (Research and Development Group and Administrative and
industry-academic cooperation Group),” as figure 4. The directors of eLISE are
Prof. Chun-Yen, Chang from SEC, NTNU, leading the Taiwan team, with Vietnam’s
team led by Prof. Nguyen Van Hien from HNUE.
The main tasks of the Research and Development Group
will be researching and development of (1) the innovative e-Learning and STEM
curriculum modules, assessments, teaching materials, and (2) talents and
teacher training workshop materials. Also, (3) data collection and analysis and
academic publishing of our project results. The Research and Development Group
will include one Postdoctoral fellow and several part-time research assistants
in Taiwan and one Postdoctoral fellow or full-time research assistant and
several part-time research assistants in Vietnam.
By using Vietnam as a bridgehead and cooperating with
“Science and Technology Division in Hanoi, Vietnam, Ministry of Science and
Technology” eLISE can further enter and impact the e-Learning and STEM education
in Laos, Cambodia, Thailand, Indonesia, Malaysia, and Myanmar and across the
entire Indo-China peninsula.
4. Future Directions of the eLISE
The eLISE project has already received the seed funding
from NTNU. The HNUE has now started to apply for further project funding
support from the Ministry of Education and Training (MoET) of Vietnam and the
Ministry of Science and Technology (MoST) of Vietnam. In the future, the eLISE
project can obtain independent funding from the MoET and the MoST of Vietnam.
We believe that after this three-year cooperation of eLISE, the project results
and experiences can further help EfNUE to operate the eLISE center
independently. The SEC, NTNU, will be EfNUE’s long-term partner in the future
to assist eLISE in the stable operation, research, and dissemination of the
center’s results.
5. Conflicts of interest statement
The authours claimed we have NO affiliations with or
involvement in any organization or entity with any financial interest (such as
honoraria; educational
grants; participation in speakers’ bureaus; membership,
employment, consultancies, stock ownership, or other equity interest; and
expert testimony or patent-licensing arrangements), or non-financial interest
(such as personal or professional relationships, affiliations, knowledge or
beliefs) in the subject matter or materials discussed in this manuscript.
6. Acknowledgements
This project was supported by the Ministry of Science
and Technology(MOST), Taiwan, by the number of grant 106-2511-S-003-050-MY3, AJoint
Adventure in Science Education Research & Practice (STEM 2TV).
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