Center for NanoSpace Technologies, Inc.

Technologies for the Future ....

 
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Courses

This team will gather curriculum already in development and design new curriculum to meet the standards of a future generation.  The new paradigm of learning will provide project oriented curriculum developed to prepare students to handle multiple tasks in a Group Forum.  This would promote the ability to find creative solutions, disseminate information, open their minds to change and restructuring of issues, develop their own assumptions and hypothesis for problem solving, and learn system thinking through collaboration.

 

Multi-cultural projects could be designed to work on a Global perspective of problem solving with choices of real issues effecting the environment of earth and space.  Online classrooms could be used to dialogue with others around the world, each inputting their cultural perspectives on issues that concern Global Society.  History could be intertwined with present day issues that show the students the cause and effect of decisions that were made long ago.  How do they effect the world today?  Understanding history from this perspective will create a knowledge based future for their generation.

  

Curriculum must encompass the following new skills in all endeavors.

 

The New Basic Skills would encompass:  

Improved bi-lingual skills, Improved Literacy, Advanced Math Concepts, Synthesizing Information, Communicating Ideas, Mastering Technology

 

The New Competence Skills would encompass:  

Pattern Recognition and Discovery, Systems Thinking, Experimenting, Decision making, Creative Thinking, Research & Development Skills

 

The New Interpersonal Skills would encompass:  

Collaboration, Team Orientation, Effectively Interdependent, Honoring of Diversity, Celebration of Discovery, Acting from Integrity

 

The New Mental Paradigm would encompass:  

Constructive Ideas, Curious Mind, Creative Thinker, Insatiable appetite for knowledge, Unlimited Mind and potential

  

The old paradigm of current education creates:  

Basic skills- Reading, Writing, Arithmetic  

Basic Competence- Accurately replicating information. Following instructions, Operating machinery.  

Interpersonal Skills-Obedience, Punctuality, Endurance, Conformity  

Mental Paradigm-Autonomous, Reluctant to share, Tendency to distrust.

The development of new curriculum is extremely important to this project.  Teams of developers will be needed that can think “out of the box”.  Current creation levels must be exceeded as we are working towards a future of ever changing global needs and events.

Goal: Design curriculum to provide project oriented learning situations that encourage students to handle multiple tasks in a Group Forum.   

The format design:  

  1. Create the need to find creative solutions

  2. Disseminate information

  3. Open the minds to change and restructuring of issues

  4. Develop their individual and group assumptions and hypothesis for problem resolution Learn system thinking through collaboration

  5. Create a desire for unitive solution Vs/ the present paradigm of division and dissension.  

Keeping in mind that technology will advance as we are working on our project, phases to incorporate the advances will be necessary for inclusion from the outset.  Most of the new curriculum that is presently in the development stages can be a foundation for pushing the envelope to the higher levels. 

 

Therefore, The Center intends to create teams that can think in the future and develop curriculum that will encompass multi-subject, project oriented, experiential learning. 

 

Examples:

1.         When working with history, take the factual basis for the historical event, and present it in a paradigm that will allow the students to discern the resulting effects of that decision from their history, on the present society.

The goal is to develop multi-faceted perceptions of history, rather than single focus facts that must be memorized but have very little meaning to the student.

 

2.         With this perspective, interrelate the geography of the historical event, and the present evolution made by mankind concerning ecology and use of resources as the effect of the action. 

The design will focus off planet views of the country involved in the project lesson with a virtual School bus shuttle to the Space Station, whereby the class chooses a curriculum project from the Clearing House to develop with another team. The return shuttle trip will zero in on the country involved in the Global learning project.  During the virtual tour back to the planet, facts about the focus location will be imparted to the student before they land and meet their companion team. 

 

3.         The next step is to have the teams create scenarios and outcomes whereby the original historical event, if handled with a long term factor of consideration during the decision making process, would create other possible outcomes, effecting society from those probable paths.

  

Solutions creating through story-telling scenarios will bring cultures together creating an understanding of the diversity on a global scale.  Team story telling creates avenues of thought that would not normally be perceived in today’s’ classrooms.  This type of “fun” project will incorporate many subjects around the historical event, stimulating our future creative visionaries to excel in their observation skills, while prompting the use of the other 90% of the dormant brain cells.  The curriculum goals will develop a global culture understanding of our diversity that leads to communication skills for mediating global issues through new abilities gained by creating unitive thought patterns.  This skill will eliminate the divisive patterns currently rampant in our present negotiations with global situations.  The critical thinking process will develop the ability to look for solutions that benefit future generations, eliminating the present short-term, quick-fix mentality of world leaders in the next generation.

  

Creating present and future scenarios based on our history will allow the student to understand on a deeper level, the results of actions created by past experiences.  The art of storytelling pushes the level of creative thought processes to new heights while developing communication skills lacking in the current paradigm of education.

  

The other area presented for your consideration involves real-time learning situations of science and cosmology discoveries as they occur.  The Clearning House of Curriculum will eliminate the need for textbook printing, thereby, allowing the awesome developments of discovery to be enjoyed globally as they happen.  Intention to work with NASA and the International teams of scientists to create curriculum from the news releases for the different levels of understanding, while retaining the excitement of learning.

 

Taking this initiative in the creation of superior electronic education will encourage global participation.  Developing the entire curriculum on a level 4-5 times higher than is currently offered will be my expectation.  This type of curriculum will entail a need for ongoing teams to constantly update the Clearing House with new discoveries worked into projects under the Science and Cosmology sections.

  

The history, geography, languages, literature, math concepts, ecology, philosophy, and social studies can be interwoven into the projects as they are created by grade level.  Completion of a project with input individually, then gathered and spiraled into a team conception will be the testing of the knowledge base.  Children will learn more through this experiential curriculum and their in-depth focus will be enhanced creating a desire to move on to the next exciting adventure in learning.

  

On completion of a team effort, a class will take the next shuttle to the Space Station Curriculum Clearing House, choosing from the next level of curriculum for their total experience.  The completion of each team project will equal accomplishment of a grade level, as we now understand education.

 

Goals of this project are multi-faceted; including a community based gathering of teams of learning as opposed to the indifferent classroom situation presently in our schools.  Home based education will be possible with the team coming together for meetings and discussions of their solutions arrived at from individual critical thinking. Since this is the cyber-classroom of the future, budgets will be reduced by not constantly building new schools.

  

The virtual reality learning hubs project(see Conferences Division) mentioned previously in this development plan will design and build Virtual Reality Learning Hubs, whereby the technological advances that will allow the full immersive experience in our future can be the next level of this education process.  Therefore, the creation of the entire curriculum with the present virtual reality tools will be a starting phase, allowing for upgrades, as the technology becomes available.

  

Teams of developers will be needed for these ongoing upgrades; therefore, the understanding of the totality of these goals is necessary from the outset.  When aligning your efforts with this vision, commitments for development and growth beyond the initial creation will be expected.

 

Math, science and technology will be the first integrated subjects to put online within the first 18 months after inception.  K-12 are the levels we intend to reach within this time period. 

 

The attractiveness, usability, effectiveness of the curriculum materials being developed must meet the tests of the target audiences for which they are being designed. They cannot appear to be too different or they will be rejected. On the other hand, they cannot appear to be too familiar so as to be treated as more of the same. The materials should connect while stimulating new ways of exploring subject areas. 

 

The teachers must see them as appealing and appropriately related to other educational activities so as to be easily integrated yet, in actuality, be challenging new paradigm materials. They should require new thinking on the part of teachers without requiring in-service staff training. They should be downloads that fit but also provoke new approaches.

 

Samplings of schools, teachers and students in the K-12 markets being addressed will be used to field test curriculum materials. The reactions of this sampling will be feedback for the curriculum development process. There is no need to upload curriculum materials if the target groups do not find them interesting enough to download. The curriculum materials must have market appeal followed by usability and utility as learning change instrumentation.

 

Field testing should occur with schools in different socioeconomic settings – inner city, suburbs, wealthy bedroom communities, rural, etc. As much as possible, these settings should represent populations of different racial, ethnic and religious backgrounds. To accomplish this, field testing will involve the entire state, utilizing large and small cities and rural locations  

GOALS for First Year 

1.      Develop Learning Modules in Math and Science including Nano for each Grade that incorporates the following concepts:

  • Project-based

  • Learning-focused

  • Student-driven (self-motivated)

  • Aligned with local, state and national standards

  • Leading-edge Technology

  • Collaborative Learning

  • Family Involvement     

2. Develop Training Materials for Teachers and Parents

3. Field-Test Materials

  1. Identify Pilot Schools that will use and assess the Learning Modules

  2. Select and Train Master Teachers

  3. Present Program to Parents and involve them in implementation and assessment

  4. Test appropriate curriculum materials with different student groups

  5. Review teaching guides with teachers

  6. Check for interdisciplinary and subject linkages

  7. Navigation capabilities in exploration of web knowledge without boundaries

4. Disseminate Learning Modules through website and presentations in conferences and workshops

 

OBJECTIVES FOR THE NANOTECHNOLOGY PROJECT:  

The Curriculum Development Team will collaborate with the other Teams from the Collaboratory Lab to develop and field-test at least 10 Math and Science Learning Modules for each grade K-12  (total of 130 modules) which incorporates the key concepts and principles stated above. The Modules will include:  

·        Study Materials

·        Lesson Plans

·        Student Projects  

PROPOSED TEAM STRUCTURE 

The Curriculum Development Team will consist of a number of Task Groups, each made up of three levels of Consultants: 

Level 1:  - Administrative Consultants (2) 

Level 2: - Senior Program Consultants (Ph.D., Ed.D. or equivalent)  

Development in the following areas will be necessary.  

Experience in developing school-to-work programs, with background level of developing innovative education and training materials for industry and schools

  

A staff training expert with experience in leading corporations;  extensive knowledge in use of technology for teaching and learning.

 

Developer of innovative curriculum for grades K-12, with prior experience in developing career connected studies involving industries corporate management. Establish links to community/school/business with collaboration to make classroom studies relevant to real-life endeavors.

  

A specialist in early and primary science education programs. Must have experience as instructor, teacher and learning project developer for teaching units on science.

  

A Creative education and training program developer, with requirements of knowledge of new innovative techniques and methods in the education field of providing instruction which empowers the student.

 

A Classroom and workshop instruction specialist with a focus on secondary and adult education presentation of courses. Group learning processes and team project experience are required. 

An expert with experience in education and school programs K-12 from the supervisory and overview position, with a background in the integrative, interdisciplinary aspect of knowledge exploration.

  

An expert in International/cross cultural education using internet teleconferencing among schools.

 

Level 3: - Operational/Technical Consultants (Master's Degrees or Technical Expertise)

 

         A leader in educational technology .

 

A Learning innovator with expertise in middle and high school levels with experience at adult level and ability to focus on information recording and presentation.

  

A leader with experience in curriculum development in university and K-12 settings, particularly in Web-based, distance learning programs 

 

Development of an Integrated Mathematics Curriculum combining the advantages of self-paced learning modules, individual and group tutoring, and intensive instructor-led sessions. 

 

Development of Mind maps, graphics, methodological innovations and information presentation at all levels of education.  

Technological applications development of information organization for student knowledge exploration, with experience at general mid and upper levels of educational.  

A Web and asynchronistic learning expert in developing online group study activities.       

   

A Data recording and statistical analysis expert with experience in pictorial presentation and technical information.