Driving innovation through project based learning: A pre-university
STEAM for Social Good initiative
- URL: http://arxiv.org/abs/2211.01998v1
- Date: Thu, 3 Nov 2022 17:10:25 GMT
- Title: Driving innovation through project based learning: A pre-university
STEAM for Social Good initiative
- Authors: Gayathri Manikutty, Sreejith Sasidharan, Bhavani Rao
- Abstract summary: The Covid pandemic is a clarion call for increased sensitivity to the interconnected nature of social problems facing our world today.
We have been conducting 3.5 month-long mentoring programs for pre-university students in India to participate in a STEAM for Social Good innovation challenge conducted annually by the Government of India.
Using digital and physical computing skills, we helped children explore creative solutions for social problems.
- Score: 0.0
- License: http://creativecommons.org/licenses/by/4.0/
- Abstract: The Covid pandemic is a clarion call for increased sensitivity to the
interconnected nature of social problems facing our world today. A
future-oriented education on critical issues, such as those outlined in the
United Nations Sustainable Development Goals (UN SDGs) and designing potential
solutions for such problems is an imperative skill that must be imparted to
children to help them navigate their future in today's unpredictable world.
Towards this goal, we have been conducting 3.5 month-long mentoring programs
for pre-university students in India to participate in a STEAM for Social Good
innovation challenge conducted annually by the Government of India. Using
digital and physical computing skills, we helped children explore creative
solutions for social problems through a constructionist approach to learning,
wherein they ideated and reflected upon the problems in their communities. The
children learnt the Engineering Design Thinking process and worked in online
groups of two or three, from concept to completion. Despite the constraints
posed by the pandemic, they explored creative ways to think about design and
innovation. They completed a variety of tasks by making, tinkering,
engineering, assembling, and programming to grasp the intricate relationship
between software and hardware. Subsequently, the children showcased their
creative abilities through video storytelling to a panel of domain experts. In
this paper, we present the children's perspective of their experiences through
this journey, the evaluation metrics based on IEEE design principles, and our
learnings from conducting this initiative as a university-school partnership
model for 84 middle and high school students. The aspirational intent of this
initiative is to make the children better social problem solvers and help them
perceive social problems as opportunities to enhance life for themselves and
their communities.
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