project e-scape

1. projecte-scape evidence-based web-portfolios - to empower learning - for reliable assessment Technology Education Research Unit TERU Goldsmiths University of London Richard Kimbell in association with ….

2. project e-scape phase 1 (2004-5) proof of concept phase 2 (2005-7)‏ working prototype phase 3 (2007-9)‏ transferable and scalable

3. e-learning in the context of workshop and studio practice in design & technology

4. • sterile environment • screen focused • facing forward • 2nd hand experience • rich studio environment • material focused • surrounding / absorbing • direct experience

5. ….the trace left behind from purposeful activity

6. the drawing tool is critical to the activity

7. • ideas are created • and swopped around • and extended by team-mates

8. modelling remains central to the activity ‘design-talk’ as creative reflection

9. capturing performance evidence data and notes mind-maps sketching (and collaborating) audio reflections photos of the state of play video presentation

10. the portfolio as a ‘big-picture’ of the activity … that can be dipped into for the detail

11. a new paradigm e-portfolio • performance emerges from linked sub-tasks (scaffolding) • in real time … not a 2nd hand re-construction • the ‘trace-left-behind’ by purposeful activity • using multiple response modes (text/photo/voice/video/draw) • evidencing teamwork • absolutely safe in a secure web-site

12. continuum of control • learner autonomy of tasks • flexible timings • learner choice of tools • customised portfolio • tight control of tasks • strict timings • controlled response modes • standardised portfolio formal examinations extended coursework projects client/user can choose the degree of control

13. optional modes of operation: • wi-fi LAN in the classroom (flexibility within the LAN) from teachers laptop to learners’ devices teachers laptop ‘hoovers-up’ learners’ work uploads it to web-portfolios • direct over the internet (flexibility across networked devices ) teacher & learners logged on teacher distributes tasks learners’ work dynamically uploaded into web-portfolios • USB hybrid “e-scape-on-a-stick” (flexibility across devices and spaces ) learners have individual USB with e-scape embedded working on a networked device - portfolio builds automatically working remotely - work is saved to USB when USB is inserted in a networked device - work uploads

14. design & technology science geography

15. the science task In this activity you are going to be investigating some of the science behind road safety. You will become the scientific advisers to the road planners outside this school, trying to improve pedestrian safety. You will use your scientific skills and imagination to: • Interpret data • Set up a scientific investigation • Make judgements based on evidence

16. Explain scientifically why the speed of the vehicle is the most important factor for pedestrian safety Use at least two of these words in your answer: distance, time, force, energy, momentum

17. Stopping distance Stopping distance Speed of car Speed of car Stopping distance Stopping distance Speed of car Speed of car which of the graphs best fits the data ? A B C D

18. .. investigating how the speed of a vehicle affects the impact force on a pedestrian..

19. ..what will happen at different speeds ?

20. A trial run … then a real set of data

21. an equation to describe collisions … Ft = mv – mu F is the force T is the time taken for the force to act (assume this is the same) M is the mass of the vehicle (stays the same?) V is the velocity just before the collision U is the velocity after the collision (zero) • How does this equation explain your results?

22. 2. Road Humps • 100mm high raised junctions achieved reduction of up to 12mph and subsequent likely accident reduction of 60%. • 75mm high flat-top road humps and 80mm high round-top humps achieved a 10mph speed reduction and a likely accident reduction of 50%. • (Source TRL Report 482 “The Impacts of traffic calming measures on vehicle exhaust emissions”) How could they get these data ? 1. 20mph zones • Average speeds within zones reduce by 9mph and accident frequency reduces by 60% • Overall reduction in child accidents = up to 67% • Overall reduction in cycle accidents = up to 27% • Traffic flow within zones reduced by up to 27% (Source TRL Report 215 - “Review of Traffic Calming Schemes in 20mph zones”) • 3. Vehicle Activated Signs • Mean speed reductions at speed limit signs of between 3-9mph • Mean speed reductions of up to 7mph at junction and bend warning signs • Mean speed reduction of up to 4mph on safety camera repeater signs • Overall one-third reduction in accidents at trial sites • (Source TRL Report 548 - “Vehicle Activated Signs – a large scale evaluation) • 4. Speed Cameras • 42% reduction in the number of people killed or seriously injured (KSI) at camera sites • 29% reduction in pedestrians killed or seriously injured • average speeds at all new sites fall by around 6% or 2.2mph • the number of vehicles speeding at new fixed camera sites drop by 70% • (Source:The national safety camera programme: Four-year evaluation report) Does your data help to decide which would be best ?

23. continuum of control • learner autonomy of tasks • flexible timings • learner choice of tools • customised portfolio • tight control of tasks • strict timings • controlled response modes • standardised portfolio formal examinations extended coursework projects client/user can choose the degree of control

24. Bath Spa University and AstraZeneca Science Teaching Trust - e-scape for science/technology at KS2

25. Western Australia Curriculum Council ‘solar water purification for a camping trip’ an Engineering task using the ‘on-line’ mode