Dr. Julie Clark, Carol Aldous, Bruce White, Dr. Alan Barnes, Will Morony

.This project is completed and will soon be published in a national collection of case studies by DEST.

See the Executive Summary(front cover).

Online learning is clearly an area of potential in addressing the learning needs of regional and rural students. There is a wide range of learning materials in mathematics and science becoming available online. This project will analyse available resources to identify those with particular potential in the context of regional and rural schooling, and provide teachers in these locations with access to a database of links to the resources. It will not be a matter of identifying just those resources that are feasible in regional and rural schools, but those resources that are actually positive in their tapping into, and interaction with, the lives, contexts and aspirations of students in regional and rural locations.

Hence this project is about providing teachers with access to resources that celebrate and build on location as an educational asset — a core intention of SiMERR SA.

This project will build on current work by Loong, White and Barnes to research and build a teacher accessible data base of links to Internet science and mathematics resources with particular focus on resources that are relevant to rural contexts and to use by rural teachers.
The database will use a modified Dublin Core field structure reflecting:
a) the wide variety of "real life applications", "virtual manipulatives", “calculators" and other web based functionality,
b) the South Australian curriculum(initially),
c) relevance to rural and regional issues and contexts

Dr. Alan Barnes, Bruce White. Dr. Esther Loong(Malaysia)

The SiMERR National Survey has contributed significantly to the data on the provision of science, ICT and mathematics education in regional and rural Australia. Those data can be characterised as self-reported perceptions about the context, issues and needs.
In line with the emphasis in policy and program development in education in Australia, SiMERR SA proposes to match these data with analysis of existing data on rural students’ learning outcomes. These analyses, along with the National Survey, will provide SiMERR SA with a clear picture — in the data — of the real story of rural education in SA. This will provide the evidence-base for further action — research, development, funding etc. — by all the relevant organizations in the state. This project will also create a baseline of data against which changes in student outcomes can be measured over time.
The work takes some of its lead from the research of Prof John Pegg and others on student outcomes in NSW. Importantly, the involvement of the key education authorities (Department of Education and Children’s Services and Senior Secondary Assessment Board of SA) has been negotiated on the basis of an in principle commitment to making the findings public insofar as this is possible.

The project is a collaboration between SiMERR SA, the Senior Secondary Assessment Board of SA and the Department of Education and Children’s Services to conduct detailed analyses of current and historical data on the participation and achievement of country students in mathematics, science and ICT (last two only in relation to SSABSA data). The analyses will:
• constitute the baselines in participation and achievement against which efforts can be measured;
• provide insights into relationships between variables; and
• inform work to improve country students’ participation and achievement in mathematics, science and ICT.

Dr. Carol Aldous, Prof John Keeves(Flinders University)

This project will conduct the initial planning for the establishment of a program of enrichment, engagement and retention of rural and regional middle school students in science. The study will explore the parameters and possibilities for a program of science activities that take students beyond what is standard in most classrooms. The program will have multiple non-school partners meeting and working together over 2006 to prepare for 2007 implementation (other funding source(s)). The study will explore the utilization of distance education modes of delivery and the development of mentoring support through teaching staff in rural and regional schools. It is proposed that the feasibility study include assessment of resourcing options for establishing the program and sustaining it thereafter. An application for ASISTM Round 3 funding has been developed.
The activity involves establishing a network of partners who will ultimately contribute an element(s) of the program. Exploration of what can be achieved through distance education methodology and the development of a partnership for this element of the project will be necessary.
Through its subsequent implementation in 2007 and beyond, SEED will enable rural and regional students to access real life resources, by for instance a virtual visit to the Zoo, through programs developed specifically and complementarily by partner organisations and, with their mentor teachers, integrate them into, and extend, their learning experiences. This process will be enhanced and be enriched through consistent collaboration within sub-clusters, focused collaboration between clusters, and interaction with partner organisations on special projects as students share data, collaborate and challenge each other in their learning. This connection between their learning, other schools, partner organisations and developments in the wider communities will also demand new ways of working with ICT which will positively impact on student and teacher skills.
SEED will have three phases.
Program Development (2006) will see the non-school partners working with the Project’s Consultants and staff of the OAC to prepare the year long program of student engagement and enrichment while identified school staff will be inducted into their role identifying options for approaches and outcomes expected. In this phase:
• Science enrichment programs will be scoped;
• The material developed will reflect each organisation’s focus on scientific activity;
• Material will be translated into a distance education friendly format;
• Outlines of material and timelines for access will be provided to teachers.
Program Delivery itself will be the second phase (2007). There will be orientation and up-skilling of mentor teachers, followed by a program of engagement and extension activities for the students. These will include 1-2 major science activities per term through the services of the OAC, plus an ongoing program of activities and interaction that includes at least two collaborative data gathering and analysis activities to involve all the students. This phase will culminate in the Science Fair activity potentially engaging all students through Distance Ed methodologies.
Program Evaluation and Extension: The third phase (2008 and beyond) will consist of evaluation of the materials, the modes of delivery and interaction, and the overall program, with a view to further roll-out to SA and beyond.

See Powerpoint Presentation

Associate Professor Jim Davies, Principal, Australian Science & Mathematics School

Dr. Alan Barnes, Simon P. Mathews(PhD student)

Background
The ASSETS program was run annually for 10 years in Adelaide under the auspices of the Faculty of Aboriginal and Islander Studies of the University of South Australia. Each year ASSETS provided some 30 Indigenous high school students from all around Australia with a rich diet of science, technology and mathematics within a culturally sensitive and life affirming summer experience. The program ceased in 2001 due to funding and other issues.

Proposal
SiMERR SA, in conjunction with the SiMERR National Centre proposes to establish a new program of summer schools based on the model of ASSETS.
The aims for ASSETS Mark 2 will be to:
• Provide a unique academic and culturally enriching experience for Indigenous children
• Help support cohorts of Indigenous children to succeed at High School and University
• Celebrate the excellence of potential and performance of Indigenous children
• Positively impact on Indigenous students’ access to careers in the sciences

The aim of the project is to develop ASSETS Mark 2 into a national program that can be delivered around Australia over the next 5 years.
The students who participate will have aptitude and interest in science, ICT and mathematics. They will be moving into year 10 programs with significant emphasis in these areas. A merit selection process will be used to identify the participants.
The program for ASSETS Mark 2 will have strong academic and cultural components. The academic program will feature collaborative, project-based learning that involves interaction with experts in the field. The cultural program will involve interaction with elders and role models that enables personal growth and development of leadership capabilities as Indigenous young people.

ASSETS Mark 2 will commence with the 2007 school held in January at the Australian Science and Mathematics School in Adelaide.

Dr. Julie Dr. Julie Clark, Dr. Alan Barnes, Will Morony, Assoc. Prof.. Jim Davies