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Slide 2 project e-scape Richard Kimbell evidence-based web-portfolios - to empower learning - for reliable assessment in association with . Technology Education Research Unit TERU Goldsmiths University of London Slide 3 project e-scape phase 1 (2004-5) proof of concept phase 2 (2005-7) working prototype phase 3 (2007-9) transferable and scalable Slide 4 e-learning in the context of workshop and studio practice in design & technology Slide 5 sterile environment screen focused facing forward 2nd hand experience rich studio environment material focused surrounding / absorbing direct experience Slide 6 .the trace left behind from purposeful activity Slide 7 the drawing tool is critical to the activity Slide 8 ideas are created and swopped around and extended by team-mates Slide 9 modelling remains central to the activity design-talk as creative reflection Slide 10 capturing performance evidence sketching (and collaborating) photos of the state of play audio reflections video presentation data and notes mind-maps Slide 11 the portfolio as a big-picture of the activity that can be dipped into for the detail Slide 12 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 Slide 13 continuum of control tight control of tasks strict timings controlled response modes standardised portfolio formal examinations extended coursework projects learner autonomy of tasks flexible timings learner choice of tools customised portfolio client/user can choose the degree of control Slide 14 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 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 direct over the internet (flexibility across networked devices ) teacher & learners logged on teacher distributes tasks learners work dynamically uploaded into web-portfolios Slide 15 design & technology science geography Slide 16 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 Slide 17 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 Slide 18 Speed Thinking distance Braking distance Total stopping distance 20 mph1.5 car lengths 3 car lengths 30 mph2.5 car lengths3.5 car lengths6 car lengths 40 mph3 car lengths6 car lengths9 car lengths 50 mph3.5 car lengths9.5 car lengths13 car lengths 60 mph4.5 car lengths 13.5 car lengths 18 car lengths 70 mph5 car lengths19 car lengths24 car lengths Stopping distance Speed of car Stopping distance Speed of car Stopping distance Speed of car Stopping distance Speed of car A B D C which of the graphs best fits the data ? Slide 19 .. investigating how the speed of a vehicle affects the impact force on a pedestrian.. Slide 20 ..what will happen at different speeds ? Slide 21 Speed of trolleyForce of Impact Attempt 1Attempt 2Attempt 3 Average Attempt 1Attempt 2Attempt 3 #DIV/0! A trial run then a real set of data Slide 22 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? Slide 23 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) 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) 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) How could they get these data ? Does your data help to decide which would be best ? Slide 24 continuum of control tight control of tasks strict timings controlled response modes standardised portfolio formal examinations extended coursework projects learner autonomy of tasks flexible timings learner choice of tools customised portfolio client/user can choose the degree of control Slide 25 Bath Spa University and AstraZeneca Science Teaching Trust - e-scape for science/technology at KS2 Slide 26 Western Australia Curriculum Council solar water purification for a camping trip an Engineering task using the on-line mode