Hello all!  I want to tag on to Dr. Hamilton's comment-- we love this project.  A huge thanks to all our partners involved across the globe-- teacher leaders, peer facilitators, country coordinators, research team and most of all, our student participants!

As a special note about the video above-- it was actually put together by two of our IC4 project alumni, Ish and Dante, who are now completing their first year as university students and also help facilitate IC4 global meet-ups.  Very proud of their work on the video and their continuing efforts in the IC4 community!

Enjoy our video, and we welcome your comments/questions.  Feel free to visit our project at http://ic4.site or our social media pages, Twitter @ic4mediamakers and Instagram @ic4mediamakers

Camellia,

I am one of the IC4 teacher leaders at South Fayette School District in Pennsylvania.  The program is designed to be student-driven. My role is to guide students as they select topics, locate resources, and progress through creating their video presentation. Students select topics of interest related to STEM, such as robotics, programming, math concepts, environmental issues, or scientific theories.  We even suggested that students refer to the UN Sustainability Goals for inspiration. We provide students with strategies for researching topics and developing questions to explore.  We point them to resources for creating multimedia products such as Sways, video editing software, and presentation platforms.  These resources might include online tutorials or partnering with peers. Students at South Fayette have a strong background in computer programming and some of our students gravitated towards that topic because the resources they needed, like 3D printers, robots, and coding programs were readily available to them.  When resources were not available, the teacher facilitators assisted in their acquisition. 

This year, we had students from our site partner with students from Brazil to 3D print and program arduino run motors to make a drawing robot. At our site, the teacher facilitators helped students acquire the arduino and motors. In Brazil, the teacher facilitators taught our students how to wire and program the arduinos, with the help of a translator. A student in Brazil created a 3D model of the drawing robot and sent the files to our site to be printed on our 3D printer.

We had three students at our site work on an in-house project to create a magic mirror screen using a raspberry pi, monitor, two way mirror, and wood.  The teacher leader provided guidance in the wood shop, but the rest of the project was completed through research and making by the student team.  They documented their work through pictures and video and included that information in their final presentation. The presentation has been shared with the other IC4 teams, who will then provide feedback and critique. 

It is amazing how students take on a leadership role once their projects have been started.  They learn to ask the right questions, discover their needs, and rely on one another to work through their problems. Being able to present their ideas to others (both teacher leaders and students from other sites) for feedback at multiple points in the creation process provides the opportunity to refine their projects based upon various perspectives.

I hope this answers your question.  Thank you for watching the video and learning more about IC4!

Shad Wachter

Hi Camellia,

Thank you for your comments.  We are a bit outside of the makerspace space, in that we began by studying how teachers changed when they became media-makers, about 10 years ago, and then studied how they and students changed as students became digital media-makers in collaboration with them, relying on theories of self-explanation and self-efficacy.  We did not have a theory base for facilitation, and in fact relied heavily on students facilitating their own global meetups.  The adult facilitators actually spend a lot of time training the students to be peer facilitators.

Hi Camellia,

Adults facilitators do not give direct explanations but instead make comments and suggestions on students projects. Students have control of their projects and they interact with one another while working and discussing their projects. They turn to adults to share enthusiasm about their projects. The adults would occasionally interject in the form of probing questions, such as "What do you think will happen?" or "How do you think it works?" In some projects, adults facilitators work as part of the team of students on the activity, taking on the role of a group member.

Zach Mbasu

Thanks! How are you measuring self-efficacy? 

Hi Camelia,

We are using epistemic network analysis, which gives frequencies of utterances indicating self-efficacy, but more importantly, how self-efficacy arises in discourse related to helping others, to cross-cultural disposition, to a willingness to be helped, and so on.  So it is a form of quantitative ethnography, to cite the name of an influential book we are using.

Eric,

Camelia's question is deep and you've given it an appropriate response. 

I could have flipped the question to find out from Camelia and others if there are metrics on soft-skills. 

Ethnography plays an important role. I could add that the stories by IC4 participants in this forum also demonstrates acquisition of self-efficacy. Their self reported growth from "what they were not able to" to "what they managed to do" is a declaration of learning the soft skills. Edwin, Cyrus and other teacher leaders might also share if the gains by learners are observable in other aspects of students life in school. Are the skills transferred beyond IC4

Self-efficacy is also about "confidence" and "taking initiatives". How do the students participate after encountering "obstacles/ challenges"? How do they react when their projects are critiqued? Do they abandon the projects or improve? Is their an evolution of gaining skills and attitude for resilience?

These to me are some of the questions that might help in me assuring self-efficacy, besides the existing metrics and tools

Jake, thank you.  ENA is applied both to the meetups and to their online reflections after the meetups and to interviews.  The cultural, economic, and social differences are heavily at play, and of course are the subject of the project.  A main variable that seems to be of perhaps highest valence in the mix is trust.  Trust does not transcend every other variable, but it does attenuate misunderstandings associated with these differences.  And... kids are curious about kids who differ from then, a point of high leverage.

Hi Jack,

I would like to say something more about boundary-crossing based on my experiences on organising the clubs and meet-ups. I have also interviewed the Finnish students. The kids do not seem to care about the cultural etc. differences. All what really matters for them is that if the boundaries of language, technology and time zones are overcome, collaboration is cool and interesting. Language is in fact quite a big boundary even if the students have good language skills. Almost every student which I have interviewed had mentioned this. But at the same time they have been happy that they have had this chance to practice their skills in real situations, in many cases first time in their life.

Veera Kallunki

Hi Irina. I am a student leader and a facilitator in IC4. In IC4 we have two levels of collaboration i.e. Level 1 and Level 2. In Level one, students do individual projects. In Level 2 they collaborate with other members from different sites in different countries, working on same projects. These projects might either be an advancement of one of the collaborating member's level 1 project or a new idea that they both agreed to work on. For the meetups, yes we do have agendas. Its always a one hour meetup. During the meetups a maximum of three projects are shared(the projects can either be complete projects from collaboration or an individual, or a project that is underway). Feedback(from the rest of the team) is always given for each project shared.

Ateamate, thank you, and exactly right.  And Irina, Ateamate is a brilliant facilitator of her peers in these global meetups :)

Eric,

Thank you very much for seeing the potential in me way back when i was still in high school. Being a part of IC4 has really broadened my thinking and helped me grown in each and every aspect of life. Growing from a student to a student leader to facilitator is absolute evidence of growth. Thank you to the whole IC4 team.

It will be interesting in a few years to hear your reflections or see ways that the kind of international cooperation you have been fostering as a 17, 18, or 19 year old has shaped your trajectory into adulthood and to the role you will take as one who helps shape the future of east Africa, Ateamate.

It is a fascinating area with great promise, no?  Thank you.

Stephanie,

it is really nice to offer these students this opportunity to contact people from different countries and cultures. They are really interested in communicating with students "behind the sea" and to learn what kind of life those others have in their countries. I am the country leader of Finland.

Veera Kallunki

Veers,

Finland has a culture of innovation and we're honoured to have you in the IC4 Project. 

Thank you, Ateng!

I have admired your young students’ leadership and collaboration skills in IC4 projects. Also, the way they ask interesting questions while studying the chosen phenomena shows creativity. I definitely want to continue collaboration between Kenya and Finland next fall.

Veera,

You've triggered enhancement of my self-efficacy through the compliments.

Anyway, I miss the evening in Helsinki when the days were longer than the evenings. Also the trip to Tallin. 

I know the Video Inquiry Project under Science Across Virtual Institutes (SAVI) had amazing results and student products. When I say the Finnish are innovative, it's not far-fetched!!!

Pass my regards to Prof. Jari M.

Dean Williams, thanks for the confidence you and the team at GSEP have in Eric. A few years ago, I had the privilege of visiting Pepperdine and witnessed first- hand the excitement of graduate students in the intergenerational and international endeavours by Prof. Hamilton. My visit in Long Beach further illuminated the fact that students yearn to know, to explore and the to collaborate. What a service to humanity if we were to give them authentic and deeply engaging opportunities to pursue their best, regardless of historical or geographical circumstances!!!

Ateng', thank you, and Dean Williams, thank you.  Ateng' you have said it well: "students yearn to know, to explore and then to collaborate," and it is a privilege and easy to follow that lead.

Stephanie, I did not intersect Gary in my time, but know he has done great things.  Margaret was a true mentor to me.  I guess I was her supervisor as associate dean, but was fortunate she did not let that get in the way of boundless and gracious intellectual sharing and leadership, without which we never would have come to this project.  Thank you!

Breanne,

You've quite specific questions that call for more focused answers. My colleagues would provide the responses, but generally, the students are aware of time zones, and occasionally sacrifice to stay late or get up early for synchronous meet-ups. Of course, use of Slack  allows for asynchronous collaboration. There's also an online schedule of upcoming meetings, on Google Sheets. Ateamate, one of the facilitators in Kenya has given some insights into the levels of collaboration and choice of projects.

On the peculiarities of different contexts vis-à-vis STEM, true, context matters, and different cultures have their perspectives to some aspects of STEM. Nevertheless, the students do research on their projects, sometimes online, and evaluating the information obtained from the Internet. 

I am sure we'll have some of the participating students provide their perspectives to IC4 for a firsthand practical cycle in an IC4 Project.

If I was to sum, the role of technology is key in the collaborative work.

It's humbling to receive such an in-depth comment that's also quite engaging

Ateng did a brilliant job tackling your question, Breanne.  To add on to your last question-- at times, the students do provide self-identified context to their learning (ie a student in Kenya might compare learning in the upcountry areas, and a student in New York, USA elaborate on their reference points) but then reach a joint understanding on a STEM-related topic.  There have been conversations on climate differences, how power is harvested, and the computational thinking behind coding and recognizing its application in analog environments.  In these kinds of conversations, students become aware of different contexts but feel connected through finding the understanding of a STEM concept.

Hi Breanne,

you asked about crossing the time zones. One example is that the other side stays at school later, even over night. One Finnish teacher organised a night school in which participating in an online meet-up was one part. The kids came to school 7 p.m. First they had other activities such as cooking the dinner for the whole class, then they prepared for the online meet-up that started at 10 p.m. Because the whole class participated in the night school, all 20 kids also wanted to participate in the meet-up. It was a lot of hustle and bustle, but they loved that! They also continued collaboration afterwards through Slack.

Veera Kallunki

Theoretically, this question of interest-driven selection of topics is one of the most important.  The entire machinery of collaboration depends on motivation and interest, and coordinating interests has more nuances in it than we expected.  Thank you for your question :)

Eric,

Interests and motivation are manifestations of self-efficacy? No?

Students have many time expressed their willingness to tell or teach others something what they already know themselves. And they also want to know what the life and surroundings is like ”out there”. This kind of cultural exchange is important and also one target of the IC4 project.

Eric Hamilton was lucky to have a scholar like Margaret Riel to mentor him.  There is no IC4 without Margaret Riel's influence, just one of many tributaries in your life of consequence.  Humbly, thank you.

Dr Purrington, you are missed but your imprint on those at Pepperdine will never fade.  Thank you for these kind remarks, and hope to engage AR community more meaningfully with return to the US.  Thank you again.

We are fortunate that you have joined our team, Alice.  I appreciate your comments about the intricacies of the project, such we are striving to couple academic mastery with the socio-cultural competence that the project seeks to build.  We must do this project in Africa's most populous state, somehow, someway!

Eric, 

I hope you are not referring to Nigeria? Have not met Alice but I'll be fascinated to have IC4 or its other variations spread across Africa!

The most populous country is Ethiopia ... after Nigeria indeed!  Kenya is pretty high on the list also.  Need to find variations that will work, indeed!

Yeah,

Ethiopia almost nearly joins but we are yet to plug it.

Looking forward to have us collaborate beyond athletics!!!

Ateng', interestingly, it is primarily in Kenya where this pattern seems to be taking hold of graduates becoming leaders.  We do have it elsewhere, but it is most pronounced in a land bordering the Indian Ocean.  And thank you for your consistently thoughtful reflections and illuminating observations.

Eric,

Most likely it's happening elsewhere, but they are not talking about it. In Kenya, mentorship is key because we strive to have ideas outlive personalities. Probably that explains our celebration of this modest accomplishment

Agreed. I loved watching these videos all put together and seeing all the different sites. I am a participant at South Fayette and seeing this video really offered me a new perspective of everything the other sites have worked on. I am amazed by this video and I thoroughly enjoyed watching it. 

Reilley,

Honestly, the video in the showcase is just a tiny bit of what happens in IC4_ but it's strategic and professionally done. 

The participation of IC4 in the video show case is gratifying to the students. Their project is very visible, and valuable comments and reviews, including critical questions for improvement.

Eric, this is a masterstroke! Keep up the publicity, including through conferences, seminars and publications!

Paul, thanks for joining the IC4 club this year -- appreciate our students in Long Beach, CA!

Danielle,

This site in Long Beach is a different site from Cabrillo?

They are indeed one and the same :) 

I can relate to you because this was also my first year being a part of IC4. It was such an amazing experience getting to know everyone and learning ideas from each other. 

Amanda, thank you for your comment and Emily, also thankful for your response to echo it-- I hope the final thumb piano product turned out well!  Was great to have you on meet-ups this year.

Alexander, thanks for your multi-year involvement in IC4-- you've spent your whole high school experience with the program so far!

Jennifer, thank you for reflecting deeply on your experience being in IC4, and recognizing the unique opportunity the club affords.  You're part of the "originals" (like with Alexander and AJ) and it brings great joy to see your evolution since your first year.  

Thank you, Irlanda-- grateful to have you in our Long Beach group this year :)

Indeed, time zones are perhaps one of the biggest challenges to synchronous meet-ups, and contributes to gaps in asychronous communication.  But like you said in your last sentence-- students demonstrate a willingness to work through the challenges to have the opportunity to work together.  AJ, thanks also to your continued IC4 involvement-- another one of our "originals"!

Danielle,

I like students demonstrate a willingness to work through the challenges

Simin,

Participation of Iran is adding value to the IC4 Project - diversifying the cultures. I guess through what you perceive as "challenges", the students are learning to be resilient and to troubleshoot issues. The development of soft skills is an achievement worth celebrating - attitude defines success.

Please encourage the students to soldier on, focus on the ultimate, knowing that learning is both a product and a process. Mostly, educators, teachers included, pay little attention to the process of learning as learning. I believe the Kenyan students are gaining more as they collaborate with colleagues from Iran and other countries

Simin, we are so hopeful that more opportunities emerge for the Iranian students with whom you work!

I appreciat it. 

Dr. Taylor, I echo Dr. Hamilton's sentiments-- we are so proud of you and bringing us opportunity to work with Iranian students :)

Thank you, Denise,

It is impressive to see the IC4 connect a lot of students around the world to work and brainstorm together without students looking at politics, colors, language barriers, and religions.

To add on to what Ms. Taylor said, I'm actually a student who participates in this club, and, at least at my location, we have not had much trouble, if any, overcoming cultural differences.  However, we sometimes have had some issues overcoming the language barrier, but translators have been a tremendous help (thank you!).  It has been an incredible opportunity to communicate with people all over the world, and I'm extremely grateful for this opportunity.

Hi Ella,

it is good to hear that you have overcome the language barrier by translators. How have you utilized them? I ask this because also here in Finland we have had language problems. The students would have liked to say something in an online meet-up, but formulating sentences have taken too long time and then the moment is over.

Veera (or others listening in), this work is so exciting, with such potential - your comment makes me curious - isn't there pretty good text to speech translation out there which can support such exchanges in real time? It would certainly work asynchronously (in Slack) to just type in one language and get the translation for a copy and paste, but I am surprised there isn't something similar for text to speech to use in the meet-ups? 

Another thought - another videohall team, ASL Clear is creating signs for STEM concepts like "fraction" and "photosynthesis" "precipitation" and other scientific and mathematical vocabulary that become barriers to learning for deaf students (finger-spelling can get ridiculous when trying to employ technical vocabulary). The universal signs they are creating for these concepts "embody" whatever they are describing, like water cycle or photosynthesis. No spoken words needed! Perhaps these ASL signs could help your collaborators discuss STEM topics across linguistic boundaries as well. 

I think text translators are becoming better, with a ways to go.  Perhaps doing spoken language into the translator could work.  I think it is comething to try.  I like the ASL CLEAR idea.  It may be difficult to implement, but I can that that coming.

The technology now possible would allow speaking into the translator, and getting the speech translation in text that goes into the chat box.  Veera, we should look at that...

Thank you Sarah and Eric! ASL CLEAR sounds really interesting. And possible translators that are available are worth checking also. If someone knows any other possible softwares or apps that would work for this kind of purposes, please tell us.

Great compliments Ron. Expecting to read on how the community around Colorado are working on similar projects. You need to also provide the technology that lays a solid foundation in literacy for STEM I mean the plural you for Eric and Ron

Cheers

We could never have done this without the early visionary role you played in out thinking, Dr Cole, beginning with your May 14, 2003 invited lecture at NSF (or some other date that week!).    Thank you.

We are pleased to have you on board and to benefit from the way you size everything up and help with the project.  Thank you!

Amanda, thank you for your reflections on the project and sharing your perspective from the team.  Indeed this is a unique community we have the privilege of participating and observing :)

Irish,

The team at Cabrillo are lucky to have amazing mentors - George and Lynette. You are the reason we have made the progress. You proved to Dr. Hamilton that it works, hence the momentum to seek resources for expansion beyond LA. 

Kudos

Irish, this was a big change this year, no?  I mean shifting to musical instruments.  Do you think that worked well?

Maria, 

We can see your heart even if the face is hidden. Some of these little experiences count, therefore don't mind about the short tenure in the project. You could use some of the ethos in your future engagements, and who knows, we may get an entry into tertiary education, with considerable adjustments probably.

It is gratifying to read such a concise testimonial from you

Omari,

This is awesome. Am not sure if I remember the faces of students I met 3 years ago when I visited Cabrillo, but graciously represent the and receive my sincere regards and best wishes for the Cabrillo team

Maegan,.

The brief statement is amazing. Your reflection on ' opening up and becoming more social' demonstrate growth - that through the project, we better our best and progressively improve on areas we are not well endowed in. In any case, we ought to be versatile in the 21st Century.

Thank You

I am glad to hear that you had a good experience with IC4. I am the cite leader of the students from the Islamic Republic of Iran and students from Iran are happy to collaborate with the students from Kenya because IC4 project provide opportunities for them to collaborate and work as a team which they did not have experienced before.

Lizabeth,

Reading your comments, just like the others who've not been involved in IC4 since inception, reveals a facet of the project - Touching each one of us at our point of need. That we gain in the process regardless of length of exposure is evidence of the power of collaboration and scaffolding learning. This is even more likely because of voice and choice of projects - doing the desires of our heart implies we invest more time, thoughts, and ultimately win on self-efficacy.

Am yearning to hear/ read more of these!!!

Meghan, we are proud to have you and everyone on south Buffalo Avenue!

Israel,

I have read about your work with Dr. Hamilton, most likely in the past 10 years and am inspired. There must be a higher goal - serving humanity!

Probably you and Eric need to disclose more, at least for people seeing "video" & "collaboration". Why STEM? Why K-12 or Basic Education in Kenya?

In Kenya, like other African nations, there are nearly 75% of students enrolling for non-STEM related courses in tertiary education. The reasons for this ate found in basic education - poor performance in mathematics and science, negative attitude towards math and science, low engagement in learning, inadequate practical experiences, inadequate resources and inappropriate instructional strategies. 

Therefore IC4 , in my view, is addressing the root cause of these symptoms. That's why am keen to see the transformation in the students participating in the projects.

I am glad to hear that you are experiencing the fun the time you are working with the IC4. Keep up good work.

Daniel, thanks for joining us from Las Vegas this year, and reflecting on the opportunities that your participation in this project has afforded you.

Mike, what sort of work do you do as a graduate student?  I think we have a ways to go before we are a definition of anything, but we are certainly trying to be an example.  Thank you.

Eric,

Mike is one of the nerve centres at AMI, working with Zach. They organise Students Camps, work with rural farmers on data and productivity and test innovative solutions in schools.  Quite amazing blend but he needs to describe  it himself!

Kake, you have been a great, articulate advocate for the value of working with others across these disciplinary boundaries.  Congratulations to you for all of your work and participation.

It has been so much fun to watch you grow in this work Denis - especially including your leadership in facilitating meetings of your peers.  We are very fortunate to have had you these past years and know you are taking this to your work in college.

I echo Dr. Hamilton-- Denis, we are so grateful and fortuante to have you on our leadership of IC4 in Kenya!

Thank you Grace, great to hear you the amazing work you are doing in marginalized areas!

You are right about IC4 boosting their level of confidence and enthusing them to pursue STEM courses. During one of the reflection sessions at St Aloysious Gonzaga, Kibera slums in Kenya, I remember one of the girl participants saying “Before joining IC4 I was very shy, but nowadays I can speak before people. I can say speeches. I can present my ideas. I can express myself talking to people from other countries.” She also said “In future I would like to be a neurosurgeon. Learning science through collaborating with others has given me a sense of belonging. I can be whoever I want to be.”

The project aimed to increase both girls’ and boys’ interest in STEM based subject though participatory teaching and collaborations that cross and connect cultures. I am sure when thought carefully, we can find ways of getting kids from marginalized areas collaborate with in non-marginalized areas to learn from one another.

Grace, please contact us to see if there are ways to collaborate.  But yes, we are looking strongly at and engage a spectrum of populations.  Where are you located?  I see a Grace Njuguna at Syracuse University.  Are you the same?

Thank you my friend from the land of a thousand hills! Yes, the project also centers around the impact of participatory teaching and learning.

Frederic, I take it you are in Rwanda from Zach's note?  I was there two months ago, actually.  Your comments are well-taken.  Are you working in any schools currently?

Hi Mary... this is not my friend from Kisumu Kenya who studied at MSU is it?  If so,. it is great to see you after many years.  And thank you for your very welcome comment.  :)  Send a message to me at eric.hamilton@pepperdine.edu and let me know how you are doing.

Eric,

It's possible that Mary concluded her Studies at MSU. She'll link up and probably, some of the ideas which were reconnected to University of Namibia may still be explored

I appreciate you Violet. As a Math and Chemistry teacher you are making a difference. These participants develop student driven STEM based projects that solve community problems modeled around Sustainable Development Goals and they enjoy it. During meetups that they choose to participate in, they present their projects and prototypes to the rest of the participants. I will visit your school soon.

Thank you Kevin. I fully agree. Getting to work with the students in the IC4 project has been truly wonderful. The fact that they are so interested in working together with other students from around the world—despite the challenges associated with it (time zones, language barriers, knowledge/skill differences, etc.)—is a reflection of how such cross-boundary collaborations can be motivating factor for learning and engagement.

Eduardo, thank you for your involvement in the project. You bring up an excellent point -- that in addition to being able to work on STEM topics of interest, students also enjoy getting to know each other and building friendships in the process :)

Yes, I truly believe that collaborating with one another is a key skill in life. It helps you develop friendships which eventually will lead to teamwork. Teams are one of the fundamental things that a person will require at one point in life. This is why I enjoy being in IC4 ,it makes me feel like I am part of a team. I have worked with many teams in my life;however, I feel like this is one of the most unique ones I have worked with, which is why I enjoy it.

Rey, your thoughtful comment is greatly appreciated.  Maybe you do not have enough time, but is it possible for you to share any examples of specific new ideas that came your way as a result on being in the groups?

It is pleasing to see that you found yourself enriched by this context.  If you have a chance, can you talk a bit more about what it was like for you to be in a context with peers from other countries, and perhaps and example of a new STEM concept you realized in the project?  If you are not able to reply, that is oky, but now you have me interested!

Thank you Nyamwaro. You are an amazing policymaker in Kenya!

There are positive developments in the IC4 participant’s social and cognitive capacities. ENA results examining meet-up discourse data point to a broadening scope of engagement in discussions, interaction with others and improvement in how they construct their thought processes. Further work on this IC4 project continues and it would be interesting to investigate links to improved learning outcomes and the trans-formative value of the participants.

Zach,

You might not be aware that Eric Nyamwaro works closely with CEMASTEA, and is currently operating an office in CEMASTEA. All the work in STEM in Kenya might one day find a convergence, in terms of close coordination and harnessing synergies. At least in the Ministerial Strategic Plan, this is already outlined.

For E. Nyamwaro, IC4 is a research project, and as policy makers we're keen on evidence - based interventions. Probably, with more focus on demand driven intervention rather than supply initiated interventions. Otherwise, we may end up with a heap of sophisticated technologies which are under utilised. Technology in IC4 is somehow in the background, playing a facilitative role - collaboration & and communication; an expressive role to enable 'shy' but brilliant learners externalise their thoughts through the videos they make; a research aid - deeper reflection and evaluation of information from the Internet of Things. 

Data analytics, is key, given that it's research and that's why Epistemic Network Analysis is used.

Zach, we need to meet one of these days with E. Nyamwaro and ....

Hi Judy.  I am not sure where you are located, but more information is at http://ic4.site.  Contact us if desired!

Arvind, thank you!  Have you descided on an area of engineering that especially interests you?

I have not decided on which area of engineering that interests. In fact, there are so many types of engineering that interests me, there's also so many types of engineering I haven't heard of. All in all, I still have some deciding on which type of engineering I will pursue in the future.

Sigh.  That is the very best klnd of answer!  I want to hear the direction you eventually take!

Rebecca, it is truly lovely to see these thoughtful comments you have made about the ins and outs of the project.  We need to take some of your text and share them with our NSF program officers.  And yes, we are super proud of Dante and Ish for the video production!

Hi Mr. Hamilton, 

Here is the link to a google drive of some of the projects that we have collaborated on: https://drive.google.com/open?id=17wG4H-a5EnXDs.... My video is titled 4 Careers Skills You Learn from Computer Science.

Excellent, and thank you!

John,

True, it's about variety but STEM is also about livelihood and being STEM literate. Beyond careers, we ought to recognize and cherish how our lives are dependent on STEM. I guess this philosophical path could be pursued on a different platform ogwel26@gmail.com

Dear Edwin,

Thank you so much for your post. The benefits of student participation in IC4 and their collaborative learning include Development of higher-level thinking of students, increase oral communication, self-management, and leadership skills.

Yes, I fully agree the importance to highlighting also these up-level goals of curricula in the context of IC4 project. Actually the very similar kinds of core competences are included in the Finnish National core curriculum, as well as many other European curricula. Is it so also in the US, Eric and Danielle?

So this is something what is a very topical goal everywhere in the world. What is needed is practicing, and that is exactly what IC4 offers. It is not easy for all students to collaborate, but this project is a good and safe environment to train it.

Amadi, may I ask where you are located?

Brother Simon we need yo connect beyond the showcase. Zach is a great contact and entry point to reach many in the diaspora

We have another Brother Simon in Uganda.  Mr Awuyo, where are you based?

Maxwell, 

Everything about you is also amazing. Keep inspiring the younger generation

Maxwell, may I ask where you are based?

Christine,

Some of the challenges you've described appear too basic for others but quite real in our circumstances.

That's why IC4:is about context and making individual progression based on one's unique circumstances. When I look at Ateamate and Dennis, and read the nice remarks about their contribution in IC4, I see a silver lining. Please take advantage of the project and unleash your potentials beyond the borders

Cyrus, I feel you and believe students at Mpesa Foundation Academy are gaining from the collaborative project. We may need to see if the participating students has any influence on their colleagues. 

Please mop them up, we are in the last minutes of the showcase. We need to read their views

We definitely need to find a way to quantify these improvements.  Thank you Cyrus and Ateng'!

We are encouraged, Irene. We nerd to learn and better our best

We are finding trust and respect to be the most important variables in overcoming boundaries.  So eager to have more participation from Iran!

Jessica, yes, we have finished our first paper that shows a comparison.  It does not go into a lot of detail but you can see it at http://bit.ly/mbasu-ena-case-study-2019

Barbara, we are planning to expand our project into Mexico and will draw on this work.  It is very exciting and I think there is a strong overlap.  And how did you get 15K views?  impressive :)

Christine is the future of Africa.  She amazes.

Hi Bucher,

Internet and social media play essential roles in IC4 because the internet and social media are the only tools students around the world able to communicate, brainstorm, and exchange ideas and information for the IC4 purpose.