Appendix A | Appendix B |
Appendix C | Appendix D
The Space Science Workshop:
Development of a New ICT Learning Model
This was my plan for the Workshop, as posted on the MirandaNet site,
Institute of Education, London University, Autumn Term, 2000:
For information on the background to the Workshop, see
For a direct link to the NASA Glenn Learning Technologies Project web
A New Learning Model
Integrating aspects of the Holy Cross and NASA curriculum
The Holy Cross Model
Until now, at Holy Cross we have deliberately shunned using the web,
because of its static nature, and have instead used the new ICT tools
to develop dynamic projects centered mainly on the creation of Expressive
Arts events. Using videoconferencing equipment running over ISDN 2 telephone
lines, these have included shared music workshops with the LSO and Japan
Philharmonic Orchestras, the "Kabuki Gift" drama, which was
performed simultaneously by school students in London and in Osaka,
as well as a scientific exchange with NASA scientists.
As indicated in my "Poskole 2000" paper (Charles University,
Prague), at Holy Cross we are trying to develop the integration of the
new ICT tools for learning, so that each tool is used not only to its
maximum individual potential, but at the same time in harmony with other
In this way, we hope to see how best to use the new ICT tools in harmony
with each other and within a creative framework.
The NASA Model
The NASA model works through the development of pre- and post-conference
activities, using the web as an electronic library where relevant and
useful scientific information is stored and can be researched by the
students. They can also communicate with NASA team members through e-mail
and share ideas through the videoconference.
The presentation styles involve either Topic Guest Speakers who share
their expertise with the students, or the Panels of Experts, who can
share their thoughts both with the students and with each other, during
the course of the conference.
The results of the conferences are monitored and evaluated through
Integrating the Two Models
The next logical step in working with the new ICT tools, therefore,
is to develop a working model that brings about the further integration
of these tools by blending the above models into one. The static
nature of the Web and the dynamic nature of the other tools can
thus come together creatively.
How this will work:
The Bristol "Science, Creativity and the Young Mind"
Project Workshop is an example. During the week beginning July 22, 2001,
ten groups, each consisting of three English and three Japanese students
(a total of sixty students, aged 16 plus), will be given a problem at
the beginning of the week. Working with the academic staff at Bristol
University as mentors, in most cases, the students will work together
to solve "Real World" problems, presenting their findings
and solutions to the whole group on Friday.
· The web will be used as the resource for information, which
one group of students, "The NASA Group," will access
before the Workshop and videoconference begins.
· On the first day of the Workshop (Monday, 10 a.m. US time
and 3 p.m. UK time) the six students of the NASA Group (3 from Japan
and 3 from the UK) discuss their task with NASA through the first videoconference.
This is to ensure that they clearly understand the nature of the problem.
(Use of videoconferencing equipment)
· During the week, in the same way that the other groups of
students have access to the academic staff at Bristol University, the
NASA group will have access to tutorial help through e-mail and fax
with NASA experts. (Use of e-mail and attachments)
· Images of work in progress will be sent back to Ohio for comment
by the NASA scientists. (Use of digital camera and e-mail)
· The overhead document camera can be used to show diagrams
and sketches of the students' solutions. (Use of document camera)
· On Thursday, before all groups present their findings to their
peers and tutors in Bristol, the NASA Group will present their work
through a final videoconference to their tutors in Cleveland. (Use of
videoconferencing kit again)
· Finally, the e-mail messages, the evaluations, and the video
clips and stills of the various presentations will be uploaded onto
the NASA web site so that the process can be continued and developed.
(Further use of the web)
This creates a graceful cycle of ICT use, starting and ending with
In this way, the ICT tools used are essential to the success of the
project and are used in harmony with each other. But the web site itself
is also developed and, therefore, becomes dynamic rather than static
as new ideas are added through similar future projects.
We firmly believe that this interaction between the new ICT tools is
the way forward for education in the Information Age, a vision that
is shared by our colleagues at NASA.
Director of Studies/Assistant Head Teacher
The Holy Cross School
65 Westbury Road
I am delighted to report that the Workshop exceeded my highest expectations.
Through the expertise of the team assembled by Dr.Eric Albone to support
this project, the Space Science Workshop was outstanding in all its
aspirations. Supporting this Workshop were Professor Steve Sparks, Fellow
of the Royal Society, who gave a useful introduction to the group about
the basics of plate tectonics and further supported us with tutorial
visits. The students felt honored by his visits. Throughout the week
Dr. Carsten Riedel and Stuart Stansfield, both part of Professor Spark's
team, excelled as inspirational teachers, working with the students
from 9 a.m. to 5 p.m. with coffee and lunch breaks pared to the minimum
by the students themselves, who wanted to develop their ideas to the
fullest extent. I have a JPEG photo of the group working long after
a coffee break was called! Carsten and Stu were the driving force behind
the scientific work of the group, challenging the students and encouraging
them with outstanding professionalism. I have assessed many teachers
during my years as a senior manager, but I willingly assert that these
two members of the team were truly outstanding in their expertise, their
enthusiasm, and their encouragement of the students.
From the NASA end, Joe Kolecki provided daily tutorial support by videoconference,
and, again, was an inspiration to the group. Following the last videoconference
with Joe, I expressed our gratitude to him and his team for their help
in this venture. His response declared that the Bristol group had achieved
a landmark in education! (The complete text is given on Day 5, message
nos. ii and iii.)
Among other successes, socially, culturally, and in uniting the academic
communities of three continents, this has been a landmark in the development
of the integration of ICT for learning, and I warmly thank all of the
team for this.
Becta's site for the NASA link with Holy Cross:
And the Becta/Holy Cross Drama Report: