Technologies for STEM learning

In this project¹, we had the following research objectives towards investigating the pedagogical advantages of virtual field trips (VTFs) and the challenges for their adoption:

This study considered the availability of smart phone environmental apps that could be used in the teaching of environmental engineering and environmental science. Several apps in the field of noise, water and air were found to be freely available on the Internet.

Learning to program is a skill that some students struggle with.  TT284, Web Technologies, requires students to write code using a number of different programming languages: Javascript, PHP and Google AppInventor. Many students who take TT284 would have completed TU10

The ‘Hybrid Digital Material Networked Learning’ project or 'The Mongrel Project’ aimed to explore learning experiences involving networked physical and digital resources.

Data charts are used in many magazines, newspapers and official reports. Data journalism is on the rise. Big data is a familiar buzz word. And yet the public in general often does not have an easy way to explore the data and statistics that are thrown at them to justify a particular argument.

IBZL is a thought experiment. It starts from the question: what if bandwidth (and latency) in networks like the internet didn't matter any more? What would become possible?

Geospatial technologies (that underpin services such as Google Earth™, ArcGIS™, remote sensing and GPS) can be used to help students grasp difficult or threshold concepts, such as 3D visualisation, and improve their spatial thinking skills, or ‘spatial literacy’.

Creative Climate is a long-term online environmental communications initiative that gathers accounts of people’s understanding and action on environmental change issues.