+ why are we here? introduction by moshe kam ieee educational activities may 2009 teacher in service...
TRANSCRIPT
+
Why Are We Here?Introduction by Moshe Kam
IEEE Educational Activities
May 2009
Teacher In Service
Program in Uruguay
+ 2
Outline
Our Organization: IEEE
IEEE’s Educational Activities
Why is IEEE interested in promoting engineering in the pre-university education system in Uruguay?
What do we plan to do in this workshop
What are the long term benefits and expectations?
+ 3
Our Organization – IEEE An international professional association dedicated to
the theory and practice of electrical, electronics, communications and computer engineering as well as computer science, the allied branches of
engineering, and related arts and sciences
Established 125 years ago
Operating in 150 countries
Has approximately 380,000 members The largest technical professional association in the world $350M annual budget Headquarter in New York City, NY, USA
Employs approximately 1000 staff members
4IEEE Membership By Region31 December 2007
Reflecting the global nature of IEEE, R8 and R10 are now the two largest IEEE Regions
R9 – 15,410
R8 – 64,976
R1067,157
R1 to 6 – 212,838
R7 – 15,947
R1 – 37,973
R2 – 32,363
R3 – 30,782
R4 – 23,555
R5 – 29,020
R6 – 59,145
5Total IEEE Membership1963 - 2007
1963 1973
1983
1993
2007
+ 6
IEEE volunteers
Key to IEEE success About 40,000 individuals who give at least 4 hours a week
to the organization Local Section Chair Associate editor of a Journal Member of the Financial Committee of the Technical Activities Board Chair of a committee that develops a Standard
The organization is run by volunteers From the President and CEO to the local Section Chair
major decisions are made by volunteers An attempt to quantify the work done by volunteers
estimated $2bn-$3bn
+ 7
IEEE’s principal activities (1)
Organizing the professional communityBased on geographic distribution and areas of
interest
Publishing technical and scientific literature on the State of the Art
Organizing conferences on relevant technical and scientific matters
+ 8
IEEE’s principal activities (2)
Developing technical standards Approximately 900 standards at present
Developing educational activities for professionals and for the public Including students and teachers in the pre-university
system
Improving understanding of engineering technology and computing by the public
Recognizing the leaders of the profession Awards and membership grades
+ 9
What are we trying to do… …advance global prosperity by
Fostering technological innovation Enabling members' careers Promoting community worldwide
for the benefit of humanity and the profession
• Key to success: early recognition of new fields• In 1884 – power engineering
• In 1912 – communications
• In 1942 – computing
• In 1962 – digital communications
• In 1972 – networking
• In 1982 – clean energy
• In 1992 – nanotechnology
• In 2002 – engineering and the life sciences
+ 10
Sample Activities: Regional Organizations
IEEE organizes professionals in its fields of interest into local Sections There are 330 local Sections worldwide
Uruguay has a single Section
200 members – including 42 undergraduate students and 15 Graduate Student Members
32 Senior Members
48 members of the IEEE Computer Society 29 members of the IEEE Communication Society 22 members of the IEEE Power and Energy Society
+ 11
More on the IEEE Uruguay Section
Universidad ORT 12
Universidad Mayor De La Republica Oriental Del Uruguay 4
Universidad Católica del Uruguay 10
[Universidad del Trabajo del Uruguay]
Communications
Computers
Control Systems
Engineering in Medicine and Biology
Instrumentation and Measurements
Power and Energy
Solid State Circuits
Technology Management
Student Branches Society Chapters
+ 12
More on the IEEE Uruguay Section
Universidad ORT 12
Universidad Mayor De La Republica Oriental Del Uruguay 4
Universidad Católica del Uruguay 10
[Universidad del Trabajo del Uruguay]
Communications
Computers
Control Systems
Engineering in Medicine and Biology
Instrumentation and Measurements
Power and Energy
Solid State Circuits
Technology Management
Student Branches Society Chapters
Call for Action:Let us consider reviving the IEEE Uruguay Student Branches!
+ 13
Sample Activities: Standards
IEEE develop standards in several areas, including:
Power and Energy
Transportation
Biomedical and Healthcare
Nanotechnology
Information Technology
Information Assurance
+ 14
More Specific Standardization Areas Intelligent highway systems and vehicular technology
Distributed generation renewable energy
Voting Equipment Electronic Data Interchange
Rechargeable Batteries for PCs
Motor Vehicle Event Data Recorder
Public Key Infrastructure Certificate Issuing and Management
Components Architecture for Encrypted Shared Media Organic Field Effect Technology
+Sample Activities: Education
TryEngineering.org
An activity of the IEEE Educational Activities Board (EAB)
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18
+ 19
www.TryEngineering.org
IEEE’s pre-university education portal For students, parents, teachers and school counselors
A joint project of IEEE, IBM, and the New York Hall of Science Non-IEEE investment of approximately $2.5M
US/Canada version was launched on June 2006
20TryEngineering.orgA portal for school counselors, teachers, parents and students
University search By location, program, environment25 countries, 1739 universities
Explore Engineering – Discipline Descriptions, Day in the Life of an Engineer, Preparation Tips
Virtual Games 54 lesson plans for teaching engineering design
Ask an Expert – Ask an Engineer, Ask a Student
Undergraduate Student Advice
E-Newsletter Student opportunities – summer camps, fellowships, etc.
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21
+ 22
Most Requested Lesson Plans
Build your own robot arm
Series and Parallel Circuits
Pulleys and Force
Cracking the Code (bar codes)
Electric Messages
Adaptive Devices
+ 23University Searches: 25 Countries Argentina Australia Austria Belgium Brazil Canada France Germany India Ireland Japan Korea Malaysia
MexicoNew ZealandPakistanPortugalRussiaSingaporeSouth AfricaSwitzerlandTaiwanTurkeyUnited KingdomUnited States
Languages 中文 Chinese
Deutsch German
Español Spanish
Français French
邦人 Japanese
Português Portuguese
русский Russian
25 TryEngineering Progress Available in English, Chinese, French, Spanish, German, Russian,
Japanese, Portuguese
Statistics (as of 1 April 2009)2.5 MILLION HITS IN 2007 … 4.5 MILLION HITS IN 2008 44,193 = average # of visitors per month
67,006 = highest number of total unique visitors (May 08) 248,951 = average # of page hits per month 9838 = average number of university searches per month 4228 = questions submitted to Ask an Expert 14197= the average number of lesson plans downloaded per
month Visitors come from the US, India, China, Canada, UK and scores of
other countries
26
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Sample Activities: Education
Teacher In Service Program An activity of the IEEE Educational Activities Board (EAB)
+ 28
The Teacher In Service Program (TISP)
A program that trains IEEE volunteers to work with pre-university teachers
Based on approved Lesson Plans Prepared/reviewed by IEEE volunteers Tested in classrooms Designed to highlight engineering design
principles
+ 29The Teacher In Service Program
Train volunteers IEEE Section Members IEEE Student Members Teachers and Instructors
…using approved lesson plans on engineering and engineering design
IEEE members will develop and conduct TISP training sessions with Teachers
Teachers will conduct training sessions with Students
IEEE Volunteers
Teachers
Students
+ 30Our Overall TISP Goals Empower IEEE Section “champions” to develop collaborations
with local pre-university education community to promote applied learning
Enhance the level of technological literacy of pre-university educators
Encourage pre-university students to pursue technical careers, including engineering
Increase the general level of technological literacy of pre-university students
Increase the level of understanding of the needs of educators among the engineering community
Identify ways that engineers can assist schools and school systems
+ Why TISP in URUGUAY?
Why is Uruguay of Interest to IEEE Educational Activities?
+ 32
OECD PISA Program
OECD = Organization for Economic Cooperation and DevelopmentEstablished 196130 Countries Budget: Euro 303M
PISA = Programme for International Student Assessment
+ 33
Objectives of PISA
Are students well prepared for future challenges?
Can they analyze, reason and communicate effectively?
Do they have the capacity to continue learning throughout life?
Surveys of 15-year-olds in the principal industrialized countries.
Every three years, it assesses how far students near the end of compulsory education have acquired some of the knowledge and skills essential for full participation in society
Uruguay is not an OECD member but it participated in PISA 2001 and PISA 2006
Review of OECD Statistics (PISA 2006)
+ 34Why is Uruguay of Interest to IEEE Educational Activities
Uruguay’s science score in the OECD table was 428 Ahead of Argentina, Brazil, and Colombia Below the scores of all OECD countries except for Turkey and Mexico
UK: 515; France: 495; Germany: 516; Australia: 527
Uruguay was… Below OECD average in the scales of reading, mathematics and
science
Uruguayan Students demonstrated… Relative strength in the area “Living Systems” and in “Using
Scientific Evidence” Relative weakness in the area “Earth and Space Systems”
Review of OECD Statistics (PISA 2006)
Source: PISA 2006
+ 35
Science ScoresFinlandHong Kong-ChinaCanadaChinese TaipeiEstoniaJapanNew ZealandAustraliaNetherlandsLiechtensteinKoreaSloveniaGermanyUnited KingdomCzech RepublicSwitzerlandMacao-ChinaAustriaBelgiumIrelandHungarySwedenPolandDenmarkFranceCroatiaIcelandLatviaUnited StatesSlovak RepublicSpainLithuaniaNorwayLuxembourgRussian FederationItalyPortugalGreeceIsraelChileSerbiaBulgariaUruguayTurkeyJordanThailandRomaniaMontenegroMexicoIndonesiaArgentinaBrazilColombiaTunisiaAzerbaijanQatarKyrgyzstan
FinlandHong Kong-ChinaCanadaChinese TaipeiEstoniaJapanNew ZealandAustraliaNetherlandsLiechtensteinKoreaSloveniaGermanyUnited KingdomCzech RepublicSwitzerlandMacao-ChinaAustriaBelgiumIrelandHungarySwedenPolandDenmarkFranceCroatiaIcelandLatviaUnited StatesSlovak RepublicSpainLithuaniaNorwayLuxembourgRussian FederationItalyPortugalGreeceIsraelChileSerbiaBulgariaUruguayTurkeyJordanThailandRomaniaMontenegroMexicoIndonesiaArgentinaBrazilColombiaTunisiaAzerbaijanQatarKyrgyzstan
Top
Bottom
Uruguay
+ 36
Knowledge about Science Uruguay is slightly below OECD average
Fin
lan
d
Ho
ng
Ko
ng
-C..
.
Ne
w Z
ea
lan
d
Ca
na
da
Au
str
alia
Ja
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n
Ne
the
rla
nd
s
Ko
rea
Lie
ch
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in
Ch
ine
se
Ta
ipe
i
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ton
ia
Be
lgiu
m
Un
ited
Kin
gd
om
Sw
itze
rla
nd
Ire
lan
d
Ge
rma
ny
Slo
ve
nia
Fra
nc
e
Ma
ca
o-C
hin
a
Au
str
ia
Cz
ec
h R
ep
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Sw
ed
en
Cro
atia
De
nm
ark
Ice
lan
d
Un
ited
Sta
tes
Hu
ng
ary
La
tvia
Po
lan
d
Sp
ain
Lu
xe
mb
ou
rg
Lith
ua
nia
Po
rtu
ga
l
No
rwa
y
Slo
va
k R
ep
ub
lic
Ru
ss
ian
Fe
de
r...
Ita
ly
Gre
ec
e
Isra
el
Ch
ile
Uru
gu
ay
Se
rbia
Bu
lga
ria
Tu
rke
y
Th
aila
nd
Me
xic
o
Ro
ma
nia
Jo
rda
n
Mo
nte
ne
gro
Arg
en
tina
Co
lom
bia
Bra
zil
Tu
nis
ia
Ind
on
es
ia
Az
erb
aija
n
Qa
tar
Ky
rgy
zs
tan
100
150
200
250
300
350
400
450
500
550
600
650
700
750Performance
*
Source: PISA 2006
+ 37Distribution of student performance on the science scale
Uruguay is below the OECD average
Fin
lan
d
Ho
ng
Ko
ng
-Ch
ina
Ca
na
da
Ch
ine
se
Ta
ipe
i
Es
ton
ia
Ja
pa
n
Ne
w Z
ea
lan
d
Au
str
alia
Ne
the
rla
nd
s
Lie
ch
ten
ste
in
Ko
rea
Slo
ve
nia
Ge
rma
ny
Un
ited
Kin
gd
om
Cz
ec
h R
ep
ub
lic
Sw
itze
rla
nd
Ma
ca
o-C
hin
a
Au
str
ia
Be
lgiu
m
Ire
lan
d
Hu
ng
ary
Sw
ed
en
Po
lan
d
De
nm
ark
Fra
nc
e
Cro
atia
Ice
lan
d
La
tvia
Un
ited
Sta
tes
Slo
va
k R
ep
ub
lic
Sp
ain
Lith
ua
nia
No
rwa
y
Lu
xe
mb
ou
rg
Ru
ss
ian
Fe
de
ratio
n
Ita
ly
Po
rtu
ga
l
Gre
ec
e
Isra
el
Ch
ile
Se
rbia
Bu
lga
ria
Uru
gu
ay
Tu
rke
y
Jo
rda
n
Th
aila
nd
Ro
ma
nia
Mo
nte
ne
gro
Me
xic
o
Ind
on
es
ia
Arg
en
tina
Bra
zil
Co
lom
bia
Tu
nis
ia
Az
erb
aija
n
Qa
tar
Ky
rgy
zs
tan
150
200
250
300
350
400
450
500
550
600
650
700
750
Performance
*
Source: PISA 2006
+ 38Distribution of student performance on the science scale
*
Finl
and
Esto
nia
Hon
g Ko
ng-C
hina
Cana
da
Mac
ao-C
hina
Kore
a
Chin
ese
Taip
ei
Japa
n
Aust
ralia
Liec
hten
stei
n
Net
herla
nds
New
Zea
land
Slov
enia
Hun
gary
Ger
man
y
Irela
nd
Czec
h Re
publ
ic
Switz
erla
nd
Aust
ria
Swed
en
Uni
ted
King
dom
Croa
tia
Pola
nd
Belg
ium
Latv
ia
Den
mar
k
Spai
n
Slov
ak R
epub
lic
Lith
uani
a
Icel
and
Nor
way
Fran
ce
Luxe
mbo
urg
Russ
ian
Fede
ratio
n
Gre
ece
Uni
ted
Stat
es
Port
ugal
Italy
Isra
el
Serb
ia
Chile
Uru
guay
Bulg
aria
Jord
an
Thai
land
Turk
ey
Rom
ania
Mon
tene
gro
Mex
ico
Arge
ntina
Colo
mbi
a
Braz
il
Indo
nesi
a
Tuni
sia
Azer
baija
n
Qat
ar
Kyrg
yzst
an
100
80
60
40
20
0
20
40
60
80
100
Level 1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6%
Source: PISA 2006
+ 39Mean score on the knowledge about science and on the knowledge of science scales
Uruguay’s scores are relatively low
Az
erb
aija
n
Cz
ec
h R
ep
ub
lic
Hu
ng
ary
Jo
rda
n
Slo
va
k R
ep
ub
lic
Ky
rgy
zs
tan
Slo
ve
nia
Ch
ine
se
Ta
ipe
i
Bu
lga
ria
Es
ton
ia
No
rwa
y
Qa
tar
Po
lan
d
Ma
ca
o-C
hin
a
Se
rbia
Sw
ed
en
Lith
ua
nia
Au
str
ia
Mo
nte
ne
gro
Ru
ss
ian
Fe
de
ratio
n
Ro
ma
nia
Ita
ly
Ind
on
es
ia
De
nm
ark
Ge
rma
ny
Fin
lan
d
Gre
ec
e
Cro
atia
Th
aila
nd
Ho
ng
Ko
ng
-Ch
ina
Sp
ain
Ice
lan
d
Un
ited
Sta
tes
La
tvia
Ja
pa
n
Tu
rke
y
Me
xic
o
Un
ited
Kin
gd
om
Ca
na
da
Bra
zil
Ko
rea
Ire
lan
d
Lu
xe
mb
ou
rg
Sw
itze
rla
nd
Po
rtu
ga
l
Lie
ch
ten
ste
in
Tu
nis
ia
Ne
the
rla
nd
s
Ch
ile
Arg
en
tina
Au
str
alia
Uru
gu
ay
Ne
w Z
ea
lan
d
Be
lgiu
m
Co
lom
bia
Isra
el
Fra
nc
e
300
350
400
450
500
550
600Knowledge about science Knowledge of scienceScore
Source: PISA 2006
+ 40
Mathematics Score 2002-2006Uruguay’s scores are relatively low
Fra
nce
---
Japa
n --
Liec
hten
stei
n -
Icel
and
---
Bel
gium
--
Uni
ted
Sta
tes
-
Net
herla
nds
-
Sw
eden
-
Cze
ch R
epub
lic o
Slo
vak
Rep
ublic
o
Can
ada
-
Nor
way
o
Spa
in o
Aus
tral
ia o
Italy
o
Luxe
mbo
urg
o
Hon
g K
ong-
Chi
na o
Mac
ao-C
hina
o
New
Zea
land
o
Irel
and
o
Den
mar
k o
Aus
tria
o
Tha
iland
o
Por
tuga
l o
Tur
key
o
Ger
man
y o
Hun
gary
o
Latv
ia o
Sw
itzer
land
o
Fin
land
o
Uru
guay
o
Pol
and
o
Kor
ea o
Tun
isia
o
Rus
sian
Fed
erat
ion
o
Bra
zil +
+
Gre
ece
+++
Mex
ico
+++
Indo
nesi
a ++
+
350
400
450
500
550
600
Score
Source: PISA 2006
+ What are we going to do here today and tomorrow?
IEEE Volunteers
Teachers
Students
The Teacher in Service Program
“Engineering in the Classroom”
+ 43
The Teacher In Service Program (TISP)
A program that trains IEEE volunteers to work with pre-university teachers
Based on approved Lesson Plans Prepared by IEEE volunteers Tested in classrooms Associated with Education Standards Designed to highlight engineering design principles The cost is less than $100 for a class of 30
+ 44
The Basic Approach – Lesson Plans
IEEE volunteers and consultants develop lesson plans that highlight an engineering design topic How to build a balanced mobile (rotational equilibrium) How to design a sail for a ship (aerodynamic design)
The lesson plans are geared toward pre-university students and are tested in the classroom
Materials for a 30-student class cost no more than $100
+ 45
How does it work?
Volunteers of an IEEE Section organize a TISP training event Such as what we are doing here today
EAB provides logistical support and instructors
Volunteers gather for a day and a half of training With teachers and school administrators
Volunteers spread the program in their school districts
+ 46
Volunteer Training
Key questions to be discussed in training: How to conduct a training sessions for teachers using the TISP
lesson plans? How to approach the school system to engage teachers? How to align a lesson plan with local education criteria?
Teachers and officials from the education establishment participate in the training sessions
+ 47
After The Training…
IEEE volunteers work with the school system to conduct training sessions for teachers
Teachers use the training sessions and the lesson plans to educate their students
IEEE participates in paying for the program In the first year, EAB pays the materials and
supplies expenses for TISP sessions for teachers In subsequent years, funding is the responsibility
of the IEEE Section
IEEE Volunteers
Teachers
Students
+ 48
Lesson plans
The lesson plans are organized in two versionsFor the teacherFor the student
The lesson plans are aligned with educational standards
+ 49
Sample Lesson Plans
Build a better candy bag
Rotational Equilibrium (mobile)
Understand and apply bar codes
+ 50
Lesson Plans
Everything You Wanted to Know About Electric Motors But Were Afraid to Ask
Rocket Cars and Newton’s Laws
Effective Lighting
Get Connected with Ohm’s Law
Design and Build Your Own Robot Arm
Learn to Program and Test Robots for Classroom Use
Give Binary A Try Computer arithmetic and ALU design
Hand Biometrics Technology Biometrics
Sail Away Watercraft design
Simple Kitchen Machines Simple Machines
Dispenser Designs Design: user satisfaction, costs, materials
Engineering Ups and Downs Elevators
Build a Big Wheel Ferris Wheels
Lesson Plans
+ 52
Sort it Out
Sticky Engineering Challenge
Ship the Chip
Move That Lighthouse!
A Question of Balance
Program Your Own Game
Engineering Air Traffic
Pipeline Challenge
Infrared Investigations
Hull Engineering
Engineered Sports
Engineered Memory
Wind Tunnel Testing
Lesson Plans
+ 53
Teacher In-Service ProgramPresentations
To date, over 113 TISP presentations have been conducted by IEEE volunteers
TISP presentations have reached over 2600 pre-university educators This reach represents more than 285,000 students
each academic year
54
+ 55
2006-2007
Boston
Indianapolis
Putrajaya, Malaysia
Cape Town
Piura, Peru
Rio de Janeiro
Baltimore
Dallas
+ 56
2008-2009
Los Angeles
San Francisco
Cordoba (Argentina)
Port of Spain
Shenzhen
Montreal
Montevideo
Guayaquil, Ecuador
San Juan, PR
57
+ 58Montevideo , May 9-10 2009
A full-scale TISP training for volunteers
We expect a large number of teachers
and IEEE Student Members
We are looking for volunteers who will follow up and take the activities to the schools
Success of the program will be measured by the
number of pre-university students that it reaches
+ 59
Guayaquil, Ecuador, Nov 3-4 2009
A training session for student branches
Based on the success of the student branch session in Piura, Peru
A new TISP model
T
+ 60
What are we going to do here?
Demonstrate four (4) lesson plans:Sort it out (sorting of coins)Ship the Chip (packaging)Critical Load (elementary structures)Pulleys and force
Discuss how to develop and use the TISP in Uruguay
Have Fun!
+ 61
Who is in the audience?
Teachers from the Uruguayan Educational system
IEEE volunteers Mostly from UruguayIncluding IEEE Student Members
Other interested individuals from… The Uruguayan Education SystemUruguayan universities
+ 62
Who is here to help?
With lesson Plans…Members of IEEE Staff – Educational Activities
Department IEEE volunteers from South America and the
US
With implementing the Program…Officials from the Uruguayan Educational
SystemIEEE Uruguay Section Volunteers
+ 63
Expectations from IEEE Volunteers
Organize TISP sessions throughout the pre-university education system in Uruguay
Communicate with EAB for guidance, information exchange, and funding
Organize a task force within the IEEE Uruguay Section to make TISP a permanent program of the Section
Arrange for budgeting through the Region, and IEEE Boards (MGAB, EAB)
+ 64
Expectations from IEEE Students
Revive the IEEE student branches in Uruguay
Make TISP a regular activity of Uruguay’s IEEE student branches
Help organize TISP sessions in the pre-university education system in UruguayEspecially in your own former schools
Participate in the Region 9 TISP task force
+ 65
Region 9 Volunteers!
+ 66
Expectations from Teachers
Use the TISP approach in your classroom
Work with the IEEE Uruguay Section to organize TISP training sessions for teachers Report to the Section what lessons have been
learnt from the program Indicate what lesson plans were or were not
successful, and what additional lesson plans would be required
+ 67Our Overall TISP Goals Empower IEEE Section “champions” to develop collaborations
with local pre-university education community to promote applied learning
Enhance the level of technological literacy of pre-university educators
Encourage pre-university students to pursue technical careers, including engineering
Increase the general level of technological literacy of pre-university students
Increase the level of understanding of the needs of educators among the engineering community
Identify ways that engineers can assist schools and school systems
+ 68
Questions or Comments?