Anytime, anywhere, anyone instruction: A tool for life-long learning

Teresa Piliouras, Pui Lam Yu, Xin Tian, Stephen Yu, Nadia Sultana, Jeanne Lauer, Lataya Berry

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper highlights the authors' experiences teaching high school students Science-Technology-Engineering-Mathematics (STEM) and technology literacy skills. Productive learning is engendered by trust, safety, supportive interpersonal relationships between mentors and students, and adaptation of teaching style to match the students' frame of reference. These principles are incorporated in the design of an online learning program called Best We Can Be. We discuss how technology-aided instruction encourages students to explore subject matter beyond their comfort zone. This fosters students' natural curiosity about STEM topics, and helps overcome their anxiety about whether they will be able to learn the subject matter. In Best We Can Be, students participate in structured, hands-on activities illustrating the cross-fertilization of academic disciplines (e.g., bioethics, which encompasses social, health and biological sciences, humanities, law, etc.) and their interdependency in society. We examine technology's enablement of student interactions within secure networks of mentors, experts, and peers. We discuss transformative impacts of broadening student appreciation of the world of possibilities that await them in future educational and career paths. The ultimate goal is for students to become self-motivated, life-long productive learners.

Original languageEnglish (US)
Title of host publicationISEC 2013 - 3rd IEEE Integrated STEM Education Conference
DOIs
StatePublished - 2013
Event3rd IEEE Integrated STEM Education Conference, ISEC 2013 - Princeton, NJ, United States
Duration: Mar 9 2013Mar 9 2013

Other

Other3rd IEEE Integrated STEM Education Conference, ISEC 2013
CountryUnited States
CityPrinceton, NJ
Period3/9/133/9/13

Fingerprint

Students
Teaching
Health

Keywords

  • College and career readiness
  • eLearning
  • online technology-aided instruction
  • productive learning
  • Science-Technology-Engineering-Mathematics
  • STEM
  • technology literacy
  • web-based learning

ASJC Scopus subject areas

  • Automotive Engineering

Cite this

Piliouras, T., Yu, P. L., Tian, X., Yu, S., Sultana, N., Lauer, J., & Berry, L. (2013). Anytime, anywhere, anyone instruction: A tool for life-long learning. In ISEC 2013 - 3rd IEEE Integrated STEM Education Conference [6525225] https://doi.org/10.1109/ISECon.2013.6525225

Anytime, anywhere, anyone instruction : A tool for life-long learning. / Piliouras, Teresa; Yu, Pui Lam; Tian, Xin; Yu, Stephen; Sultana, Nadia; Lauer, Jeanne; Berry, Lataya.

ISEC 2013 - 3rd IEEE Integrated STEM Education Conference. 2013. 6525225.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Piliouras, T, Yu, PL, Tian, X, Yu, S, Sultana, N, Lauer, J & Berry, L 2013, Anytime, anywhere, anyone instruction: A tool for life-long learning. in ISEC 2013 - 3rd IEEE Integrated STEM Education Conference., 6525225, 3rd IEEE Integrated STEM Education Conference, ISEC 2013, Princeton, NJ, United States, 3/9/13. https://doi.org/10.1109/ISECon.2013.6525225
Piliouras T, Yu PL, Tian X, Yu S, Sultana N, Lauer J et al. Anytime, anywhere, anyone instruction: A tool for life-long learning. In ISEC 2013 - 3rd IEEE Integrated STEM Education Conference. 2013. 6525225 https://doi.org/10.1109/ISECon.2013.6525225
Piliouras, Teresa ; Yu, Pui Lam ; Tian, Xin ; Yu, Stephen ; Sultana, Nadia ; Lauer, Jeanne ; Berry, Lataya. / Anytime, anywhere, anyone instruction : A tool for life-long learning. ISEC 2013 - 3rd IEEE Integrated STEM Education Conference. 2013.
@inproceedings{848cdf0bfa14460d9255df2042e69dd0,
title = "Anytime, anywhere, anyone instruction: A tool for life-long learning",
abstract = "This paper highlights the authors' experiences teaching high school students Science-Technology-Engineering-Mathematics (STEM) and technology literacy skills. Productive learning is engendered by trust, safety, supportive interpersonal relationships between mentors and students, and adaptation of teaching style to match the students' frame of reference. These principles are incorporated in the design of an online learning program called Best We Can Be. We discuss how technology-aided instruction encourages students to explore subject matter beyond their comfort zone. This fosters students' natural curiosity about STEM topics, and helps overcome their anxiety about whether they will be able to learn the subject matter. In Best We Can Be, students participate in structured, hands-on activities illustrating the cross-fertilization of academic disciplines (e.g., bioethics, which encompasses social, health and biological sciences, humanities, law, etc.) and their interdependency in society. We examine technology's enablement of student interactions within secure networks of mentors, experts, and peers. We discuss transformative impacts of broadening student appreciation of the world of possibilities that await them in future educational and career paths. The ultimate goal is for students to become self-motivated, life-long productive learners.",
keywords = "College and career readiness, eLearning, online technology-aided instruction, productive learning, Science-Technology-Engineering-Mathematics, STEM, technology literacy, web-based learning",
author = "Teresa Piliouras and Yu, {Pui Lam} and Xin Tian and Stephen Yu and Nadia Sultana and Jeanne Lauer and Lataya Berry",
year = "2013",
doi = "10.1109/ISECon.2013.6525225",
language = "English (US)",
isbn = "9781467356244",
booktitle = "ISEC 2013 - 3rd IEEE Integrated STEM Education Conference",

}

TY - GEN

T1 - Anytime, anywhere, anyone instruction

T2 - A tool for life-long learning

AU - Piliouras, Teresa

AU - Yu, Pui Lam

AU - Tian, Xin

AU - Yu, Stephen

AU - Sultana, Nadia

AU - Lauer, Jeanne

AU - Berry, Lataya

PY - 2013

Y1 - 2013

N2 - This paper highlights the authors' experiences teaching high school students Science-Technology-Engineering-Mathematics (STEM) and technology literacy skills. Productive learning is engendered by trust, safety, supportive interpersonal relationships between mentors and students, and adaptation of teaching style to match the students' frame of reference. These principles are incorporated in the design of an online learning program called Best We Can Be. We discuss how technology-aided instruction encourages students to explore subject matter beyond their comfort zone. This fosters students' natural curiosity about STEM topics, and helps overcome their anxiety about whether they will be able to learn the subject matter. In Best We Can Be, students participate in structured, hands-on activities illustrating the cross-fertilization of academic disciplines (e.g., bioethics, which encompasses social, health and biological sciences, humanities, law, etc.) and their interdependency in society. We examine technology's enablement of student interactions within secure networks of mentors, experts, and peers. We discuss transformative impacts of broadening student appreciation of the world of possibilities that await them in future educational and career paths. The ultimate goal is for students to become self-motivated, life-long productive learners.

AB - This paper highlights the authors' experiences teaching high school students Science-Technology-Engineering-Mathematics (STEM) and technology literacy skills. Productive learning is engendered by trust, safety, supportive interpersonal relationships between mentors and students, and adaptation of teaching style to match the students' frame of reference. These principles are incorporated in the design of an online learning program called Best We Can Be. We discuss how technology-aided instruction encourages students to explore subject matter beyond their comfort zone. This fosters students' natural curiosity about STEM topics, and helps overcome their anxiety about whether they will be able to learn the subject matter. In Best We Can Be, students participate in structured, hands-on activities illustrating the cross-fertilization of academic disciplines (e.g., bioethics, which encompasses social, health and biological sciences, humanities, law, etc.) and their interdependency in society. We examine technology's enablement of student interactions within secure networks of mentors, experts, and peers. We discuss transformative impacts of broadening student appreciation of the world of possibilities that await them in future educational and career paths. The ultimate goal is for students to become self-motivated, life-long productive learners.

KW - College and career readiness

KW - eLearning

KW - online technology-aided instruction

KW - productive learning

KW - Science-Technology-Engineering-Mathematics

KW - STEM

KW - technology literacy

KW - web-based learning

UR - http://www.scopus.com/inward/record.url?scp=84879891456&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84879891456&partnerID=8YFLogxK

U2 - 10.1109/ISECon.2013.6525225

DO - 10.1109/ISECon.2013.6525225

M3 - Conference contribution

SN - 9781467356244

BT - ISEC 2013 - 3rd IEEE Integrated STEM Education Conference

ER -