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This may be the author’s version of a work that was submitted/accepted for publication in the following source: Mackey, Kathy & Wright, Natalie (2016) Partnerships and pedagogies: Exploiting opportunities at the intersection of science, art, design. In CONASTA 65: Australian Science Teachers Association (ASTA) National Science Education Conference, 2016-07-03 - 2016-07-06. This file was downloaded from: https://eprints.qut.edu.au/96737/ c Copyright 2016 Kathy Mackey and Natalie Wright This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the docu- ment is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recog- nise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to [email protected] Notice: Please note that this document may not be the Version of Record (i.e. published version) of the work. Author manuscript versions (as Sub- mitted for peer review or as Accepted for publication after peer review) can be identified by an absence of publisher branding and/or typeset appear- ance. If there is any doubt, please refer to the published source.

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Page 1: CONASTA 65: Australian Science Teachers ... - QUT ePrintseprints.qut.edu.au/96737/1/FINAL CONASTA Presentation NW KM 040716 .pdfExtends beyond the classroom Promotes active citizenship

This may be the author’s version of a work that was submitted/acceptedfor publication in the following source:

Mackey, Kathy & Wright, Natalie(2016)Partnerships and pedagogies: Exploiting opportunities at the intersectionof science, art, design. InCONASTA 65: Australian Science Teachers Association (ASTA) NationalScience Education Conference, 2016-07-03 - 2016-07-06.

This file was downloaded from: https://eprints.qut.edu.au/96737/

c© Copyright 2016 Kathy Mackey and Natalie Wright

This work is covered by copyright. Unless the document is being made available under aCreative Commons Licence, you must assume that re-use is limited to personal use andthat permission from the copyright owner must be obtained for all other uses. If the docu-ment is available under a Creative Commons License (or other specified license) then referto the Licence for details of permitted re-use. It is a condition of access that users recog-nise and abide by the legal requirements associated with these rights. If you believe thatthis work infringes copyright please provide details by email to [email protected]

Notice: Please note that this document may not be the Version of Record(i.e. published version) of the work. Author manuscript versions (as Sub-mitted for peer review or as Accepted for publication after peer review) canbe identified by an absence of publisher branding and/or typeset appear-ance. If there is any doubt, please refer to the published source.

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Exploiting new opportunities at the

intersection of arts, design and the sciences

for highly capable students

Kathy Mackey

Manager

Queensland Academies, Education Queensland

Smithsonian Fellow 2015

Natalie Wright

Lecturer in Interior Design

Program Leader of Design Education, QUT Design Lab

Queensland University of Technology

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context

Post-Industrial Economy Creative Economy

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context

At least two thirds of jobs are expected to be taken

over by ’robots' in the near future.

60% of Aussie students are currently studying or

training for jobs that either won't exist, or will look

completely different in the next 10 to 15 years.

New Work Order: Ensuring Young Australians Have Skills And Experience For The Jobs Of The Future,

Not The Past

Foundation for Young Australians

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context

DESIGN

Design thinking is “a ubiquitous capability for innovation”

Creative Australia (Commonwealth of Australia, 2013, p. 90)

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educational shiftA new “landscape of learning” (Bentley, 1998)

Understands business climate

Extends beyond the classroom

Promotes active citizenship

Develops employability

Tackles underachievement & social exclusion

“participatory” culture (Jenkins, 2006) learning through networked collectives

(Thomas & Brown, 2011)

Education in the Knowledge Economy –

Focus on innovation, creativity, critical thinking, problem

solving, communication & collaboration (Partnership for 21st Century Skills,

2009; Trilling & Fadel, 2009))

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Group 1 English

Group 2 Second Language (ab initio, Standard

Level, Higher level) German, French,

Mandarin, Japanese , Korean and

Spanish

Group 3 Business and Management, Economics

and Psychology

Group 4 Biology, Chemistry, Computer Science

Physics, Design Technology , Exercise

Science and Environmental Systems and

Societies

Group 5 Mathematics

Group 6

Core

Film, Theatre, Music, Visual Arts

Extended Essay, TOK, CAS

The International Baccalaureate Diploma:

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Perceptions of Areas of Knowledge (TOK)

Art Science

Individual expression – what about working in collaboration, for commission

Creative and original – and science isn’t?

It might be beautiful but it also

might be shocking and confronting

It can be made in a few minutes but usually is the result of research and skill built up over many years

$ Value can be debated – and not only the $ value- what about the intrinsic value of art to society ?

Art from the past still has resonance for (some of ) us – but how is it really relevant to my life ?

Its about rules and laws – yes but is it also about challenging them

It explains how things are rather than comments on them – yes but there are many contested scientific debates

It involves lots of research and experiments – but also the spark of a single idea or a experiment gone wrong

Scientific discoveries are very valuable to society – but hasn’t lots of science advancement got the world into trouble ?

Now disproved science from the past has little value but is creating knowledge always about finding a final correct answer ?

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Queensland Academies Young Scholars and

Partnership Schools Program

A teaching and learning strategy for highly capable/gifted Year

5-9 students within mainstream schools.

A sustained partnership schools network:

• models of virtual middle schooling / junior secondary (Yrs 5-9)

•DET Framework for Gifted Education

•extends opportunities for identified students in state middle

schooling.

Context is pedagogy rather than content.

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Queensland Academies Young Scholars Program

Evolving Design Skillsets through Art and Science:

• idea facilitation – mobilising/energising to innovate

• value negotiation – facilitating

financial/ecological/ethical/social value trade-offs

• visualisation of the intangible – modelling new systems,

strategies & policies

• navigation of complexity – helping to profile impact of

emergent ideas on future opportunities

• mediation among stakeholders – building understanding of

requirements/motivations of stakeholders. (Inns, 2013:41)

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Queensland Academies Young Scholars Program

QUT Design Pressure Test

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Queensland Academies Young Scholars Program

QUT Design Pressure Test

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Queensland Academies Young Scholars Program

The Cube at QUT

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Smithsonian Fellowship 2015:

Innovation Thinking, Education and Cultural

Partnerships

The influence of cultural

partnerships on a new

form of innovation inquiry

within education - Moving

beyond STEM to STEAM

discussions.

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Reflections on Education and the

Smithsonian Institution:

• Evolution of the participatory forums for learning

and content creation

• Using the LRMI metadata not only as an

evaluation tool but as a pedagogical resource

• Mobilization and support of communities of

practice to ensure ongoing high quality teacher

and student engagement and ownership.

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Reflections on Education and the

Smithsonian Institution:

• open content in collaboration with museum partners

as a pedagogical frame can be considered within the

context of…

• “ Our notions of space and what constitutes learning

environments continues to evolve… It is now

accepted that today’s classroom includes people,

access to information, and experiences that take

place outside the traditional four-walled setting where

a class may happen to meet face to face.”

(NMC Horizon Report: Australia – New Zealand edition, 2010

http://www.nmc.org/publication/nmc-horizon-report-2010-australia-new-zealand-

edition/)

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A New Landscape of Learning: The role of

the Museum and Cultural sector

• “Participatory culture” (Jenkins, 2006) learning through networked

collectives. (Thomas & Brown, 2011)

• “new learning partnerships that use technology to accelerate

learning” (Fullan & Quinn, 2016)

• Advancing Education Paper: STEM and a focus on collaborations with business and industry

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Reflections on Education and the

Smithsonian Institution

The use of open content also creates the

opportunity for learners (school leaders, teachers,

students) to create new processes and cycles of

inquiry that explicitly frame sharing, critique and

feedback of “knowledge” as an iterative cycle akin

to design and innovation thinking.

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Reflections on Education and the

Smithsonian Institution

• The Smithsonian Learning Lab launched in Denver

last week at the International Society for

Technology in Education Conference

• https://conference.iste.org/2016/

• https://learninglab.si.edu

• Opportunities for landing page, personalised

student/ teacher membership , digital badging,

build an e portfolio of engagement experiences

with the cultural precinct, link to social media

behavior and experiences.

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Innovation and Design Thinking

• “The human ability and compulsion to invent - the creative

act by which a new device, machine, technology, process

or service emerges and to innovate, which scholars often

define as the process by which inventions are rendered

practical and available for one and all.” (Cultures of Innovation

program, Smithsonian Museum of American History, 2005, p.1).

• This concept offers some valuable insights around learning

within the International Baccalaureate environment, with its

emphasis on being principled and a risk taker.

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Methodology:

• Researched the diversity of educational /outreach

strategies utilised by Smithsonian Institute teams

• Lemelson Centre for Innovation at the Smithsonian

Museum of American History, SCLDA,

SPARK!LAB ,Qrious? Science How, ArtLab +,

National Air and Space Museum, Explore

Exoplanets, Cooper – Hewitt Design Museum etc.

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Methodology: • Facilitating teacher/student online engagement

opportunities -

• Queensland Academies Website/ Youtube

http://qa.eq.edu.au/2015/05/the-big-picture/

http://www.youtube.com/watch?v=qC5ad3NTK7s

• These interactive blog style activities focused on

“Innovation Thinking” and drew inspiration from the

Smithsonian collections in Art , Science and

Design within the relevant QAPS and IB courses. (Research Methodologies, Critical thinking and the Global Citizen and

Theory of Knowledge)

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Methodology-Teacher as Artist

• Are the fields of Technology and Engineering the bridge

between the Arts and the Natural Sciences? (i.e. bringing

STEAM into STEM)

• Through the use of reason, emotion and imagination identify

and critically analyse two disciplines of human endeavor

where this is explicit. (Architecture and Photography)

• What is the role of innovation in these disciplines and why is

innovation important in contemporary society?

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Methodology: • Facilitating teacher/student online engagement

opportunities -

• Queensland Academies Website/ Youtube

http://qa.eq.edu.au/2015/05/the-big-picture/

http://www.youtube.com/watch?v=qC5ad3NTK7s

• These interactive blog style activities focused on

“Innovation Thinking” and drew inspiration from the

Smithsonian collections in Art , Science and

Design within the relevant QAPS and IB courses. (Research Methodologies, Critical thinking and the Global Citizen and

Theory of Knowledge)

Page 27: CONASTA 65: Australian Science Teachers ... - QUT ePrintseprints.qut.edu.au/96737/1/FINAL CONASTA Presentation NW KM 040716 .pdfExtends beyond the classroom Promotes active citizenship

Methodology-Teacher as Artist

• Architecture -a visual outcome of the transdiscipline of

engineering through processes of mathematics, physics,

material chemistry and construction methods.

• Public architecture, such as that of museums, plays a key

role in defining a culture and embodying the historical,

political and aesthetic ideals of a community.

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Methodology-Teacher as Artist

• Spheres and domes : technical benchmarks,

spiritual symbol of the inconsequential role of

man in relation to greater powers, gods or

entities.

• Consideration of the Smithsonian Astrophysical

Observatory - hemispherical dome houses the

“Great Refractor” but embraces man’s quest to

observe and record the cosmos through a

telescope and a photographic lens.

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Methodology-Teacher as Artist

• The establishment of the Smithsonian Institution and the invention

and commercialisation of photographic processes represent the

intersection between formal scientific knowledge and the creative

aesthetic that was both outcome and cultural driver evident in

mid – late 19th century America.

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Methodology-Teacher as Artist

• Early 20th century, photographers including James Ricalton, working

in the spirit of “the grand tour”.

• Stereoscopic images “experienced” through a mobile viewer that

capitalised on the technology of lens development embraced the

binocular disparity between the vision perceived through our left and

right eyes.

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Post Fellowship Methodology

• Utilising Smithsonian and local museum resources within

the innovation inquiry cycle for students and teachers.

• Wide variety of subject disciplines

• Deconstructing the images to apply to a STE/AM setting

as an example

Sample learning activity:

“Develop a community master plan for the Southport Spit/

the Parmalat site at West End/develop a pitch for a youth

forum event at the World Science Festival. ”

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Innovation and Design Thinking

Innovation and how it links to pedagogy and a

process of inquiry:

What are the pre-conditions for invention and innovation?

(These may be proactive or reactive)

How do we learn to recognize the unusual and see new

connections and possibilities?

What constitutes the inventive process, including problem

creation/solving and navigating challenge/ recognition of

failure?

Promotion/ commercialisation

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Innovation and Design Thinking

Dissemination

Analysis of success and competition

Refection upon consequences

Affecting real change in lives / communities

Valuing creativity

Embracing the potential rewards of intellectual risk-taking.

(http:invention.si.edu/explore/places-invention)

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Innovation and Design Thinking

Dissemination

Analysis of success and competition

Refection upon consequences

Affecting real change in lives / communities

Valuing creativity

Embracing the potential rewards of intellectual risk-taking.

(http:invention.si.edu/explore/places-invention)

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Innovation and Design Thinking

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Innovation and Design Thinking:

Teacher PD

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Future Opportunities:

Outcomes for Queensland

Longitudinal Pedagogical Outcomes

Benefits to the Field - Differentiation strategies for highly

capable students centre around:

•authentic tacit/experiential learning concepts

•immersive /experiential strategies (face/face, online)

•spatial and bodily awareness (moving through a curated space)

•intellectual social strategies

•relationships with like-minded peers (museum professionals)

•highlighting potential career pathways.

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Future Opportunities:

Outcomes for Queensland

Longitudinal Pedagogical Outcomes

Putting the STEAM into STEM as a way to grow engagement

in science education:

•business / design thinking

•innovation

•empathy and the global citizen

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Fellowship Policy Outcomes:

• Developing understandings of the SCLDA’s strategies in

building long-term partnerships between state education and

cultural organisations-based not on content but rather

pedagogical innovation.

• Exploring differentiation strategies centred on contemporary

digital pedagogy including the use of learning management

systems that influence pedagogy, and create opportunities

for inbuilt evaluation, web casting/ video conferencing and

authentic opportunities.

• The utilisation of resources and relationships with likeminded

peers including museum professionals that will benefit our

program delivery and that of our partners.

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Future Opportunities:

Policy Outcomes for Queensland

• Broadening the professional network of school/museum

educators committed to developing innovative

educational experiences for students to include

dialogue between the SCLDA and like-minded

professional development organisations in

Queensland.

• This would foster an interchange of knowledge/skills

and build ongoing collaboration between DET, the

Smithsonian Institution and Queensland’s cultural and

scientific organisations.