Embracing DDMT Teaching Model and Design Thinking for Organization Development

The multi-generational workforce presents challenges for organizations, as the needs and expectations of employees vary greatly between different age groups. To address this, organizations need to adapt their development and learning principles to better suit the changing workforce. The DDMT Teaching Model of Tsing Hua STEAM School, which integrates design thinking methodology, aims to address this challenge. DDMT stands for Discover, Define, Model & Modeling, and Transfer. The main aim of this study is to identify the organization development practices (OD) and gaps through interdisciplinary models such as DDMT and design thinking. In collaboration with a healthcare nursing home service provider, a proof of concept using the DDMT-DT model was conducted to understand the challenges in employment and retention of support employees between nursing homes under the healthcare organization. The paper highlights the rapid change in human experiences and mindsets in the work culture and the need for a design curriculum that is more relevant to the current and future workforce. The DDMT-DT approach can help organizations address these challenges by providing a framework for HR personnel to design training curricula that are more effective in addressing the issues of hiring and employee retention. By applying the DDMT-DT model, HR personnel can better understand the needs and motivations of the workforce and design training programs that are more relevant to their needs. The proof-of-concept research pilot project conducted with the healthcare nursing home service provider demonstrated the effectiveness of the DDMT-DT model in addressing the issues of hiring and employee retention. The project provides a valuable case study for other organizations looking to implement the DDMT-DT model in their HR practices. Overall, the paper highlights the importance of adapting HR practices to better suit the changing workforce. The DDMT-DT model provides a useful framework for organizations looking to improve their HR practices and better address the needs of their workforce.

A Physics Learning System Using Gamification for High-School Students

With rapid proliferation of digitalization and compulsion by COVID-19 pandemic, learning formats have been changing from face-To-face to online. Online education enables learners to take courses from anywhere, anytime, but it can also cause some problems for learners who struggle to maintain motivation. In addition, for STEAM education, it is important to engage in hands-on activities, but the ongoing pandemic has made it difficult for students to gather in one place to perform such activities. Incorporating gamification into online education can potentially motivate students and make STEAM education more interactive. On this premise, we have developed PhyGame as a learning system to help high-school students learn Physics. The system includes common game elements such as badges and leaderboards, and interactive simulation of Physics concepts embodying game-like charm. It also includes three modes of learning that allow students to adjust the difficulty according to their own learning levels, and a function that automatically saves learning log. For evaluation, PhyGame was used by students (N=23) at a high school in central Tokyo. The students rated the system on a scale of 1 to 10, and the main results are as follows: (1) Using PhyGame made learning enjoyable (mean score: 7.74);(2) PhyGame provided a good UI/UX (mean score: 7.83);(3) The overall experience with PhyGame was satisfactory (mean: 7.00). Our evaluation results show that interactive and gamified learning systems like PhyGame have a positive impact on user engagement and motivation. © 2023 IEEE.

EWRI Friends Visit London Water & Steam Museum and Union Chain Bridge-IHCEL

We strongly recommend EWRI members visit the London Water & Steam Museum. This presentation includes many slides of this outstanding museum near the Kew tube station. London Museum of Water & Steam features artefacts and interactive exhibits on water. On October 26, 2018, David Gilbert and Jerry Rogers toured the London Museum of Water & Steam, located at Green Dragon Lane, Brentford, London, TW8 0EN near Kew station. Kew Bridge Pumping Station was originally opened in 1838 by the Grand Junction Waterworks Company. In 1999, the United Kingdom government's Department for Culture, Media, and Sport described Kew Bridge Pumping Station as "the most important historic site of the water supply industry in Britain." The heart of the museum showcases a majestic collection of steam pumping engines, including engines from Corynwall, as well as rotative engines. There are many excellent London water supply and treatment exhibits also. Due to COVID-19, the planned International Historic Civil Engineering Landmark plaque ceremony of July 26, 2020, for the 200-year-old Union Chain Suspension Bridge at Berwick-upon-Tweed was cancelled. Note the book: Samuel Brown and Union Chain Bridge: Gordon Miller, Friends of the Union Bridge, 306 pp, 135 photographs, 15.5 GBP. A tour of the Paxton Estate (Paxton Trust), a historic house at Paxton, Berwickshire, was planned to be a part of the plaque ceremony. There is discussion of having a modified plaque ceremony in the spring of 2023 (specific date to be determined) possibly before the May 2023 EWRI Congress in Henderson, Nevada. © World Environmental and Water Resources Congress 2023.All rights reserved

American ginseng with different processing methods ameliorate immunosuppression induced by cyclophosphamide in mice via the MAPK signaling pathways.

This study aimed to clarify the effects of two processed forms of American ginseng (Panax quinquefolius L.) on immunosuppression caused by cyclophosphamide (CTX) in mice. In the CTX-induced immunosuppressive model, mice were given either steamed American ginseng (American ginseng red, AGR) or raw American ginseng (American ginseng soft branch, AGS) by intragastric administration. Serum and spleen tissues were collected, and the pathological changes in mice spleens were observed by conventional HE staining. The expression levels of cytokines were detected by ELISA, and the apoptosis of splenic cells was determined by western blotting. The results showed that AGR and AGS could relieve CTX-induced immunosuppression through the enhanced immune organ index, improved cell-mediated immune response, increased serum levels of cytokines (TNF-α, IFN-γ, and IL-2) and immunoglobulins (IgG, IgA, and IgM), as well as macrophage activities including carbon clearance and phagocytic index. AGR and AGS downregulated the expression of BAX and elevated the expression of Bcl-2, p-P38, p-JNK, and p-ERK in the spleens of CTX-injected animals. Compared to AGS, AGR significantly improved the number of CD4+CD8-T lymphocytes, the spleen index, and serum levels of IgA, IgG, TNF-α, and IFN-γ. The expression of the ERK/MAPK pathway was markedly increased. These findings support the hypothesis that AGR and AGS are effective immunomodulatory agents capable of preventing immune system hypofunction. Future research may investigate the exact mechanism to rule out any unforeseen effects of AGR and AGS.

Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education

The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address the challenges of STEM education, which is often perceived as difficult, boring, and intimidating. In this study, the goal is to explore the application of digital escape rooms as an innovative practice in STEAM (science, technology, engineering, arts, and mathematics) education in Europe. More specifically, the study aims to evaluate the influence of digital escape rooms on student engagement and learning outcomes in mathematics education as well as to provide valuable insights into the efficacy of this approach as a means of teaching mathematics and fostering active and experiential learning in STEAM education. In order to investigate the potential of digital escape rooms as a metaphor for breaking down barriers and escaping from the ”box” in STEM education, this paper proposes a conceptual framework for understanding the pedagogical value of digital escape rooms in STEM education. It outlines the design process, including learning paths and scenarios, storyline, puzzles, challenges, and feedback mechanisms, and presents a concept of escape room design patterns. An example case study of a digital escape room designed to teach mathematics to university students is also presented, providing insights into the effectiveness of this approach. By using digital escape rooms as a metaphor for breaking down barriers in STEM education, a more inclusive, engaging, and impactful learning environment can be created to prepare students for the challenges and opportunities of the 21st century.

Influence of online steam hands-on learning on ai learning, creativity, and creative emotions

Given the importance of innovation, artificial intelligence (AI) education, and online learning during the COVID-19 pandemic, we explored the effects of science, technology, engineering, art, and mathematics (STEAM) hands-on learning on online AI learning and creativity. We also analyzed the effects of creative emotions on AI learning using facial expressions. We recruited 25 preservice teachers at a public university as participants. A pretest - post-test nonequivalent comparison group design was adopted. AI learning was applied to experimental teaching. The experimental and control groups received online STEAM hands-on learning and standard teaching, respectively. The findings were as follows: STEAM hands-on learning had a significant positive effect on the conjunction item, example item, and total AI concept scores, and an even greater positive effect on AI attitude scores, particularly for AI processing and output;the effect size of STEAM hands-on learning on AI creativity was large, and the effect was positive in terms of design novelty, elaboration, and usability;and participants had higher anger levels in the designing and drawing AI learning stages, implying a high degree of focus and engagement. Finally, recommendations for instruction include the use of more online resources and engaging practical software to improve professional learning and enjoyment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Art-Based Innovation Teaching and Learning: How Do Students, Teachers, and Administrators Experience STEAM Education Online?

STEAM education, incorporating the arts into traditional STEM (science, technology, engineering, and maths) studies, is spreading globally. The arts component is called out to promote creative and innovative thinking among STEM learners. As with any novel educational trend, STEAM (science, technology, engineering, the arts, and mathematics) teaching and learning methods have been predominantly developing in the offline settings, especially given the creative nature, softness, and tacitness of learning goals brought in by the arts. However, this global digitalization trend which has been further enforced by the Covid-19 pandemic has pushed the entire educational field to online spaces and STEAM studies had to follow. Given the relative novelty of STEAM, as well as the new normal of online settings that it has to adapt to, our knowledge and understanding of how STEAM studies will survive the shift to the digital era remain very limited. In this study, we analyze the case of a STEAM-based study program on innovation, which was conceptualized as an offline program before the pandemic and had to transform into a fully online format following the global lockdown. Applying the Community of Inquiry (COI) pedagogical framework we analyze in depth the perspectives of all the course participants—students, teachers, and administrative staff—their experiences, their adaptation to the shift into an online space and the lessons learned. Our study shares theoretical, practical, and policymaking implications on STEAM teaching and learning. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

School Personnel Lived Experiences Related to High School Engineering Education and the Covid-19 Pandemic

This study investigated the teaching experiences of three school personnel at a public high school during the 2020–2021 school year as they implemented a unique science, technology, engineering, arts, and math (STEAM) unit with in-person and virtual students in their engineering classes during the Covid-19 pandemic. A research team interviewed two teachers and one administrator at the school to better understand the nuances of pre-college engineering during a pandemic year and how changes in school and district policy affected the instructional delivery of STEAM projects. Narrative analytic methods were utilized to understand each participant's experience and an inductive content thematic approach was used to develop the findings. The participants described varied experiences navigating instruction during the pandemic, particularly when adapting hands-on STEAM projects for virtual or hybrid teaching. All three participants thought deeply about how to best meet the needs of students while attempting to support equitable instruction. The findings of this study indicate that pre-college engineering in the pandemic was challenging for the participants, but not impossible, and that this setting was an appropriate context for STEAM projects that provided students with a mechanism for collaboration and engagement. © 2022, Purdue University Press. All rights reserved.

Perspectives on STEAM Education during the COVID-19 Pandemic at an Underprivileged Elementary School in Thailand

The COVID-19 pandemic has had an impact on every aspect of human life. One of the educational challenges has been the transition of teaching from onsite locations to distance learning, as schools with online facility gaps must do the same as well. In this context, STEAM education has widely been accepted as an approach for developing creative thinking and problem-solving abilities. The purpose of this study was to examine teachers' and students' perspectives on STEAM education through distance learning in underprivileged elementary schools during the COVID-19 pandemic. The sample group consisted of 6 teachers and 47 students from an underprivileged primary school in Nakhon Ratchasima province, Thailand. A structured interview was used as the research instrument, and the data were then analyzed by using the content analysis method. The findings revealed that distance learning provided teachers and students with both advantageous and challenging perspectives on the STEAM-centric curriculum. The main benefits were that STEAM education might assist students in achieving mastery in science and mathematics, as well as applying their learning experiences to real-life situations. On the other hand, students faced a hurdle when it came to using digital gadgets, and they also needed to improve their reading and writing skills.

Perspectives on informal STEM teaching and learning during and beyond COVID-19

This study explored STEM program quality prior to and during the COVID-19 pandemic, including differences based on learning setting. Program quality data was drawn from a national database consisting of 1259 program quality observations conducted between 2013 and 2021. Using the Dimensions of Success (DoS), an observation tool focused on informal STEM learning program quality, we analyzed 12 dimensions of quality obtained from 1212 observations gathered prior to the COVID-19 pandemic, a subsample of the national dataset (n = 616) including only states who submitted DoS observations before and during the pandemic, and 47 observations gathered throughout the pandemic. National trends in program strengths and challenges were replicated in the pandemic sample. Compared to observations conducted prior to the pandemic, the pandemic sample demonstrated significantly weaker evidence of quality in the dimension of Engagement with STEM, which considers the extent to which activities promote physical and cognitive learning. Findings revealed no significant differences across the 12 dimensions between in-person and virtual observations conducted during the pandemic. Common frameworks to support evidence-based planning relevant to dimensions that are challenging in the context of the pandemic are key to promoting high-quality teaching and learning practices that contribute to equitable, positive youth outcomes in STEM. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Home Remedies, Dietary and Lifestyle Changes during Covid-19 Pandemic

December 2019 has become one of the most surprising days in the whole world in light of the flare-up of a most infectious sickness brought about by novel Covid or Severe Acute Respiratory Syndrome Corona virus 2 (SARS-CoV-2). This study is conducted to assess the benefits of the use of home remedies to prevent the cause of Covid-19 and evaluate the assessment of dietary changes and physical activity in the prevention of Covid-19. A questionnaire-based online survey is conducted using Google forms consisting of multiple-choice questions about home remedies, lifestyle and dietary changes made by the people during this pandemic. These home remedies included using different types of herbal preparations, steam inhalation, physical exercise and OTC medications for prophylaxis. Questions likewise included about being infected by Coronavirus-19(during first wave or second) and their recovery period, additionally collected their viewpoint for changes made, for example how much they are useful in the prevention of the attack and whenever encountered any undesirable impacts. Total responses were 210, among which 121(57.6%) responses were from females and 89(42.4%) from males. 65 people tested Covid positive (42 during the first wave and 23 during the second wave). 118(56.2%) of people think these changes are very beneficial. (Rated 4 and 5 out of 5 points). From our survey, we concluded that different herbal preparations of their composition, which they thought are helpful, and steam inhalations have been used. Rating regarding the use and effectiveness was also found to be average. Further studies are needed to prove and provide clear evidence about adverse and side effects associated with the use of herbal products.Copyright © 2022 Society of Pharmaceutical Sciences and Research. All rights reserved.

Integrated STEAM approach in outdoor trails with elementary school pre-service teachers

Due to the COVID-19 pandemic it was impossible to carry out on-campus teaching and examinations as planned for the first-year elementary school Bachelor's degree teacher training courses during the summer term of 2019/2020. Therefore, we moved our on-campus STEAM (Science, Technology, Engineering, Arts and Mathematics) related courses to schooling at home. For their course examination, students designed outdoor trails in groups with the educational technology MathCityMap based on an integrated STEAM approach. Hence, they combined STEAM with real-world situations (e.g., monuments, marketplaces, playgrounds). The tasks within the trails required the use of technologies such as augmented reality (AR), digital modelling (e.g., GeoGebra 3D Graphing Calculator), and GPS. Analogue measuring tools (e.g., triangle ruler) were also used in the task designs. We collected data from 21 trails with 259 tasks from 49 pre-service teachers to analyse the effects on professional growth in STEAM education. Through hierarchical cluster analysis we identified three different clusters with patterns regarding STEAM in outdoor trails. This paper will describe a pedagogical framework for the integrated STEAM approach to designing and evaluating outdoor trails. Furthermore, we will explain patterns pre-service teachers developed during this professional development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

PI control based on parameter space approach supported metaheuristic optimization algorithms and ANFIS in a natural gas combined cycle power plant

In this article, proportional‐integral (PI) control to ensure stable operation of a steam turbine in a natural gas combined cycle power plant is investigated, since active power control is very important due to the constantly changing power flow differences between supply and demand in power systems. For this purpose, an approach combining stability and optimization in PI control of a steam turbine in a natural gas combined cycle power plant is proposed. First, the regions of the PI controller, which will stabilize this power plant system in closed loop, are obtained by parameter space approach method. In the next step of this article, it is aimed to find the best parameter values of the PI controller, which stabilizes the system in the parameter space, with artificial intelligence‐based control and metaheuristic optimization. Through parameter space approach, the proposed optimization algorithms limit the search space to a stable region. The controller parameters are examined with Particle Swarm Optimization based PI, artificial bee colony based PI, genetic algorithm based PI, gray wolf optimization based PI, equilibrium optimization based PI, atom search optimization based PI, coronavirus herd immunity optimization based PI, and adaptive neuro‐fuzzy inference system based PI (ANFIS‐PI) algorithms. The optimized PI controller parameters are applied to the system model, and the transient responses performances of the system output signals are compared. Comparison results of all these methods based on parameter space approach that guarantee stability for this power plant system are presented. According to the results, ANFIS‐ PI controller is better than other methods.

Adapting a STEM Robotics Program to the Covid-19 Pandemic - a validation of the proposal presented at ISEC in 2021

In late 2020 the hosts of the IEEE Robot Challenge, a STEaM project requiring close teamwork among high school and middle school students, realized that it would not be able to comply with the COVID-19 restrictions that would likely be in place in early 2021. The project, originally developed by the IEEE Baltimore Section for the Baltimore Museum of Industry (BMI) as part of their Maryland Engineering Challenges program (MEC), would need to be modified significantly, yet it had to maintain a high level of teamwork (now likely to be on-line), and a comparable level of 'challenge' to the earlier in-person version generally held at the BMI. The 3 phases of the Challenge event as well as the robots themselves, would need to be re-designed, and there would be little time for mistakes or rework, as all details of the project would need to perform correctly the first (and possibly only) time they would be used. With the assistance of a group of Systems Engineers, all steps were analyzed and evaluated for their effectiveness and reliability, and on May 25, 2021, the Challenge was held using Zoom as the controlling system. The methodology that we planned to employ was outlined in a paper with this name that was presented at the 2021 ISEC conference [1]. The purpose of this 2022 paper is to measure and evaluate the success of the systems engineering studies and how they could be applied to other projects. Unexpectedly, Covid 19 is still with us, so the Virtual Challenge will again be offered for the April 23, 2022 event, though an 'in-person' Challenge will also be available on another day. © 2022 IEEE.

Evaluation of steam heat as a decontamination approach for SARS-CoV-2 when applied to common transit-related materials.

AIMS: The purpose of this study was to evaluate the efficacy of steam heat for inactivation of SARS-CoV-2 when applied to materials common in mass transit installations. METHODS AND RESULTS: SARS CoV-2 (USA-WA1/2020) was resuspended in either cell culture media or synthetic saliva, inoculated (∼1 × 106 TCID50) onto porous and nonporous materials and subjected to steam inactivation efficacy tests as either wet or dried droplets. The inoculated test materials were exposed to steam heat ranging from 70°C to 90°C. The amount of infectious SARS-CoV-2 remaining after various exposure durations ranging from 1 to 60 s was assessed. Higher steam heat application resulted in higher inactivation rates at short contact times. Steam applied at 1-inch distance (∼90°C at the surface) resulted in complete inactivation for dry inoculum within 2 s of exposure (excluding two outliers of 19 test samples at the 5-s duration) and within 2-30 s of exposure for wet droplets. Increasing the distance to 2 inches (∼70°C) also increased the exposure time required to achieve complete inactivation to 15 or 30 s for materials inoculated with saliva or cell culture media, respectively. CONCLUSIONS: Steam heat can provide high levels of decontamination (>3 log reduction) for transit-related materials contaminated with SARS-CoV-2 using a commercially available steam generator with a manageable exposure time of 2-5 s.

Optimization of gasification process parameters for COVID-19 medical masks using response surface methodology

Due to the COVID-19 pandemic, large amounts of medical wastes have been produced and their disposal has resulted in environmental and human health problems. This medical waste may include face masks, gloves, face shields, goggles, coverall suits, and other related wastes, such as hand sanitizer and disinfectant containers. To address this issue, the effect was investigated of gasification process parameters (type of COVID-19 medical mask based on the polypropylene ratio, pressure, steam ratio, and temperature) on hydrogen syngas and cold gas efficiency. The gasification model was developed using process modeling based on the Aspen Plus software. Response surface methodology with a 3k statistical factorial design was used to optimize the process aiming for the highest hydrogen yield and cold gas efficiency. Analysis of variance showed that both the steam ratio and temperature were significant parameters regarding the hydrogen yield and cold gas efficiency. Proposed models were constructed with very high accuracy based on their coefficient of determination (R2) values being greater than 0.97. The optimum conditions were: 65 % polypropylene in the mixture, a pressure of 1 bar, a steam ratio of 0.38, and a temperature of 900 °C, producing a maximum hydrogen yield of 40.61 % and cold gas efficiency of 81.43 %. These results supported the efficacy of the primary design for steam gasification using a mixture of plastic wastes as feedstock. The hydrogen could be utilized in chemical applications, whereas the efficiency could be used as a basis for further development of the process. © 2022 THE AUTHORS

CASE STUDY: STEAM TURBINE MODERNIZATION – SUCCESSFUL BROWNFIELD EXCHANGE OF A 55-YEAR-OLD STEAM TURBINE-GENERATOR AT GRU'S JR KELLY UNIT 8 CCPP

Many steam turbine modernizations projects evaluated today are viewed by operators with focus to mitigate risk, minimize outage time, and maintain reliability, while getting the best cost-benefit possible. This technical paper will take you through the steps on how the owner/operator, Gainesville Regional Utilities (GRU), began evaluating traditional modernization approaches for their JR Kelly Unit 8, reevaluating alternatives from multiple suppliers, and eventually selecting a Brownfield Steam Turbine Generator Exchange (BEX) as the most technically viable and economic solution to support their current and future power plant needs. Utilizing a brownfield exchange concept, known most typically to be associated with gas turbines, this approach involved removal of the entire original steam turbine-generator unit and replacement with new latest technology steam turbine-generator components, while re-using the turbine building, condenser cooling, and electrical connections. Siemens Energy Inc. (Siemens Energy) provided this Florida utility with a comprehensive package which included demolition of the existing turbine-generator equipment, integration engineering services, supply and delivery of a new steam turbine-generator set, gear box, field installation components, technical field assistance services, field installation services, start up and commissioning services, and performance testing services. Major components were skid mounted and installed onto existing turbine deck. The project was implemented in Spring 2021 during the height of the Covid pandemic, which presented additional challenges to the stakeholders and will be discussed. Authors include GRU Project Manager, GRU Manager of Outage Planning & Major Maintenance, and Siemens Energy Steam Turbine Modernization Project Lead, who will share their critical perspectives of the project. Copyright © 2022 by Siemens Energy.

Driving innovation through project based learning: A pre-university STEAM for Social Good initiative

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 sessions 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. © 2022 IEEE.

Micro-lessons as a Response to Emergency Remote Teaching

The COVID-19 crisis forced a rapid shift away from traditional face-to-face, blended, and hybrid learning experiences to off-site learning, drastically reducing the usual planning and design time and negatively affecting the existing scaffolding of an in-class course. This Emergency Remote Teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis. This presentation will discuss the use of technology for enhancing English for Academic Purposes (EAP) word, above-word, and sentence-level language instruction through micro-lessons. These lessons were hosted on an online content management system to provide support for learners. The lessons learned from this experience should be applicable to content designers using larger MOOCS that are interested in adding micro-lessons to their courses. The main challenge was the short timeline available to the course designers and the difficulty in dividing some macro-lessons into functional micro-lessons. This was relatively simple when dealing with the word level, such as the pronunciation of minimal pairs. However, when making lessons for the functions, the lesson duration tended to approach the limit for micro-lesson length. The functional sentence examples required more visual references, and the large variety of possible sentence patterns required that many patterns could not be included. The functions of generalization and personal opinion usually require a relatively large amount of text input that is time-consuming to assess, but the need for immediate feedback meant that the micro-lesson had to accept student input that was machine measurable. For these reasons, the researcher feels that the language functions would be best presented to the students in both a virtual class and as supplemental micro-lessons that are freely accessible at any time by the students. Examples of the micro-lessons will be shown during the presentation. © 2022 IEEE.

Characterization of Spaces and Didactic Units for the Improvement of Diversity Gaps

Currently, most educational centers have specific spaces where, depending on the technology available in them, specific practices are carried out. Some examples of these spaces are the computer labs, electronics, biology, chemistry, or maker spaces. The CreaSTEAM project aims to create STEAM spaces in schools, so that they are multidisciplinary and transversal spaces where elements and technologies of all kinds coexist, and above all, rather than being focused on technology, they are focused on the development of STEAM skills and vocations, especially to reduce gaps in diversity. This article focuses on the design of an instrument that allows the conceptualization of STEAM practices in these new educational environments, contemplating and relating both educational methodologies, technologies, and diversity gaps to be solved or studied.