Fully remote, fully in-person, or somewhere in a sweet spot between the two. Those are the main safety concerns that are being laid right now in front of the decision makers, on behalf of students, parents, teachers and everyone around them, right at the kickoff of the new academic year. But whichever model prevails, it might turn out to be a temporary fix to a permanent problem. Furthermore, it doesn’t provide an answer to the key educational concern. How to empower the remote so that it can fully substitute the in-person if need be?
This issue is especially relevant to teaching STEM. How will an educator facilitate hands-on, project based learning without projects that students can actually get their hands on? In other words, is the “learning” part of the “distance learning” equation going to be reluctantly surrendered to a lesser evil scenario?
Even as COVID-19 begins to stretch out from a single season into an era, it’s becoming clear that distance learning might be here to stay. But it’s not a reason to despair if you’re a teacher or a parent, or both. Quite the contrary – there are ways to leverage all the good aspects of learning from the comfort of one’s couch and still provide hands-on (or should we say: gloves-on?) engagement.
A groundbreaking study by researchers from Purdue and Harvard Universities (DeBoer et al., 2017) has shown it, using our very own Neuron SpikerBox kit. Online learning, the study has found, yields remarkable results when complemented with at-home lab kits. Students who enrolled in a MOOC (Massive Open Online Course) and used our bioamplifiers got better grades than their peers who weren’t equipped with the lab kits. More importantly, their self-efficacy was three times higher than that of their counterparts. Both groups followed the same syllabus; both watched videos, took quizzes and virtual simulated labs. The only difference was the chance to do-it-yourself, which yet again turned out to be a source and key to confidence.
A two-week online course on neural engineering spruced up with some signal processing and machine learning – is there a better way to spend two weeks of August? Plus, you’ll tinker with a BYB Heart and Brain SpikerBox – and you’ll get to keep it too! Full details here.
If you’re as hyped up about FREE neuroscience education opportunities as we are, you’ll want to know that this course will teach you:
Neurophysiology and brain organization
Brain data acquisition and signal processing
Basic and advanced neural coding using machine learning
All lectures are conveniently divided into AM and PM sessions, so your brain can have some me-time in between studying – why, the brain of course!
Best of all, it’s not just theorizing but a great deal of hands-on experience, thanks to our little pal SpikerBox. Since the course will be held online in the best tradition of social distancing, you are welcome to apply from anywhere in the world!
Join us on Monday, May 18th (5/18/2020) for a special live-stream featuring Backyard Brains co-founder Greg Gage, breakthrough cancer researcher Dr. Mika Sovak, and Dr. Anthony Fauci as they address the subject Science that Saves Lives.Register for the free event HERE!
These live presentations and Q&As are part of a series of talks which kicks off TOMORROW (5/12/2020) – As described by the event’s website
“X-STEM All Access – presented by AstraZeneca – is an entertaining, educational, and interactive online STEM experience for 6-12th graders. Through a series of daily livestream events, students will hear from an exclusive group of visionaries who aim to inspire kids about careers in science, technology, engineering, and math.
“Our moderator, Justin Shaifer (Mr. Fascinate), will take kids on a STEM adventure that is anything but boring with a new set of engaging speakers, brain breaks and Q&A’s each day.”
A Great Remote Lesson Opportunity!
Teachers, this is a great opportunity for your students to engage with leaders in their respective fields of research and science! Focused on a K-12 audience, these presentations are certain to educate and inspire.
To turn this into a “grade-able” opportunity, we recommend students prepare a journal entry before and after the presentation following these guidelines:
Pre-Talk Journal Entry
Which speaker are you most interested in hearing from?
Describe their background, specialty, and contribution to science and public health
Write a question you’d like to hear them answer
Post-Talk Journal Entry
Which was the most fascinating presentation to you? Why?
What did you learn that surprised you?
Did you get an answer to your question?
What new questions do you have?
These simple prompts can kick-start a responsive lesson! If your students are interested in hearing answers from Dr. Greg-Gage, email us a compilation of their questions at email@example.com – and we’ll compile the questions and follow up with answers!