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The Nobel Explorers Ask Clarifying Questions

How often have you been talking to someone who just nods back, saying “Uh-huh, ok,” whereas to you it appears as if they may not have really understood your point?

When we work in a team it is crucial that everybody in the team operates with the same information and understands each other. Communicating clearly is something that sounds easy, but it can actually be tricky to put into practice. How can we make sure we communicate clearly? This gets even more important as the problems we solve grow in their complexity.

The solution is easy. Whenever someone is explaining a complex topic, we should stop them every time we don’t understand in order to double-check if our understanding is correct. This can be done simply by asking for further clarification or trying to summarize what was just said but in your own words. If you can’t do that, you can always ask for clarification.

Our Explorers are supported to practice the skill of asking clarifying questions on a daily basis during our Mini Project.

This can look as simple as “Can you please clarify your last point?”, or “I’m not sure I’m following now. Can you please explain that last point one more time?”. You can take it to the next level by summarizing main points in your own words, practicing real comprehension rather than recognition.

Asking questions like that will earn you your #AskClarifyingQuestions badge and will help your team progress faster.
We encourage you to practice this skill in your daily lives. Reach out if you have any questions and we will make sure to clarify them for you! If you need any clarification about your Explorer’s journey and growth, book a free session with me, Daria.

The Nobel Explorers Constructive Colonel Badge

Think back to a time when your colleague or classmate has done something you didn’t like. Did you struggle with how to handle it? Is there a way to tell them you disagree without hurting their feelings? The alternative is to say nothing, but potentially risking the future of the whole project.

Providing your teammates with actionable and constructive feedback is a skill we hold very high in our soft skills training for all Explorers. This means you learn how to provide feedback that is results-oriented and offers concrete suggestions on what can be done to improve the project.

Let’s illustrate this. Instead of saying “I don’t like the colors on our website,” – which can be perceived as judgmental and less useful for the feedback recipient – you could try saying “I think we have done a great job organizing parts of our website so far. One thing I would change is the color of the background. That yellow color makes it hard for me to look at the website for a long time. How about we change it to a darker shade of blue? It would be more comfortable to look at, and it matches our topic of ocean life better.”

Our Nobel Explorers have a chance to start practicing this skill as early as the mini project or intro class, and as they go on we dedicate more and more attention to this complex but important skill.

We believe that we all grow through real, constructive feedback, that comes from a good place. Our program is organized in a way that supports and promotes collaboration, so providing feedback is inevitable and valuable!

Asking and providing feedback is something you can practice as well! Leave a review on Facebook, Google and let us know what you enjoyed and what you like to see more of! Book a session with me, Daria, for personalized feedback on your Explorer’s improvement and growth journey!

Learn more about Daria.

The Nobel Explorers Brainstormer Badge

Sparking our inherent creative potential is essential for solving complex work and life-related problems that we encounter on an everyday basis. Unfortunately, the older we get, the less inclined we are to employ our creativity.

The issue gets even more complicated when we want to engage a whole team in this creative process. How do we make sure we have everybody’s ideas down? How do we make sure that there is one result out of this process that everybody feels passionate about? But most importantly, how do we make it a team process? How can we use everybody’s creativity to solve a complex issue and build strong relationships within a team instead of having everybody push for their version of the solution? (Does this sound familiar?)

We address this and more with our Nobel Explorers as part of our soft skills training in order to make sure they’re equipped to put their creativity into good practice and use it to answer complex questions.

BOOK A FREE COACHING CALL WITH DARIA

Creativity a skill utilized in one of the Explorers’ very first tasks – deciding the topic of their website – which requires brainstorming as a team. To earn this badge, Explorers must engage in a brainstorming activity, make sure to add as many ideas as they can, build off of each other’s ideas whilst being respectful of the ideas of others.

Solving any complex question becomes easier and more fun when we become more comfortable utilizing creativity and learning how to leverage it within a team. That’s why our Explorers learn about and earn this badge in the early part of the program.

Learn more about Daria.

How Does Nobel Explorers Help Your Child Build Confidence?

Confidence is something every parent wants for their children. However, confidence isn’t a sort of gift we can give them. It’s something that is built.

Carl Pickhardt says that a child who lacks confidence will be reluctant to try new or challenging things because they’re scared of failing or disappointing others. They may feel stressed, anxious, frustrated, etc. That’s why, besides other benefits, we want to emphasize Nobel Explorers’ ability to help build confidence. So how do we help?

Getting to the next developmental stage

Nobel Explorers relies on something called the zone of proximal development (ZPD). ZPD is Vygotsky’s term for:
The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.

In other words, ZPD is the range of skills that a child can perform with assistance but can’t (yet!) perform independently. So what is our role?

Our experts guide students

This is where our experts come into it. By becoming a Nobel Explorer, your child gets a chance to work with a team of highly-qualified facilitators, who help to activate skills and guide the experience.
They provide instructions and tools to students, so while a child might not yet be capable of doing something on their own, they’re able to complete the task with the assistance of the skilled instructor.

HELP YOUR CHILD RISE TO THE NEXT LEVEL

Peer learning

During certain periods of a child’s life, especially the teenage years, they may look to their peers more than they look to adults. Peers can provide valuable knowledge and assistance but also provide a unique comfort level at this age. Therefore, our students don’t learn only from our experts, but also their peers!
In our online STEM camp, students teach and learn from each other. Every student is better at something than the others and knows things others don’t. So, while they’re doing their project, they share that knowledge and skills with other teammates.

Nobel Explorers’ journey in short

In Nobel Explorers, students develop their ideas, solve problems along the way, and generate a product to be proud of. How? At first, students are confronted with new tasks they can’t quite do easily on their own – challenges. Then our experts help them set their goals and provide the appropriate assistance that gives the student enough of a boost to achieve the task. Also, their teammates help them with things they still have trouble with, so everybody within the team acquires and masters new hard and soft skills.
However, as time passes, students need less and less assistance. Eventually, instructions can be removed and students are able to make a website (or to code/ design something else) by themselves. And that is when we achieve our goal – children become independent and comfortable in practicing gained skills!

Our interns made the awesome website!

Giving praise and badges

During the whole Nobel Explorers’ journey, students are welcomed to share their viewpoints and ideas and every one of them is valued. And we love to give them praise (they’ve certainly deserved it!) Not only every completed task but also every effort is followed by positive reinforcement. That makes our online STEM camp a safe and supportive environment for learning and helps a student feel proud of what they’ve achieved. And our favorite praise is badging! So every time our students gain new soft skills, we award them the appropriate badge. That helps them feel more sure of themselves and more confident in what they do.
And when they build confidence in what they’ve done, they feel more comfortable in showing it to others. So they present their project to other teams, families, and friends. In this way, they tame their fear of public speaking. And as the audience grows, their self-esteem and confidence grow!

 

badge

When our students master the skill of giving feedback, we award them this badge, Constructive Colonel. This time, we invite you to leave us feedback (comment below) and The Constructive Colonel is yours! 🙂

Benefits of Nobel Explorers’ Online Internship

Why should you choose a Nobel Explorers’ internship? No one could answer this question better than our interns themselves. That’s why we interviewed Michael, one of our interns, and here’s why he’d recommend this internship to his friends.

Flexibility and comfort

When you think about online internship, the most obvious first benefit is that you can work from the comfort of your home. This lets you save money for gas and any time that you’d spend on travelling. Also, you have complete control over your working environment.

Plus, with Nobel Explorers, there’s a flexible schedule, so you can organize your time and work however you want to. A flexible schedule means that you don’t miss out on anything important to you, whether it’s someone’s birthday or a basketball game you’re planning to watch.

Developing new skills

The goal of a Nobel Explorers’ internship is to teach interns the skills that lay the foundation for their careers.

On one side, they learn hard skills – STEM knowledge. These include web design, web coding, etc. On the other, they gain soft skills – skills that are highly sought-after by employers but are not job-specific. Some of these are teamwork, time management, problem-solving, and communication. Hard and soft skills go hand in hand and make NE interns future-ready!

Learning hard skills

You wonder why learning hard skills is emphasized? Friends of our interns didn’t have internships where they learned actual skills. They were doing a lot of manual work. As Michael said, the job of one of his friends was only to turn the computers on and off  all day. Sounds really boring, right? And we’re pretty sure his friend didn’t learn much.

Our internships are designed for our interns to work by themselves –  with the help of our hard-skills experts, of course. This way, Michael had a chance to be programming by himself although he’d never had training on javascript, node js, or any other programming language he was using. And today, Michael finds coding fun!

It’s like a puzzle, try to figure out the most efficient way to build something using the least amount of code.”

Website our interns made

The hard skills Nobel Interns Generation I learned during their online internship are website design and website coding. As time moved on, they became pretty comfortable, started to be more efficient, and ended up with an awesome website we couldn’t be more proud of!

Check out the awesome website our interns made

Soft skills

Besides these hard skills, they learned a lot more! Michael didn’t expect this at all! He thought that he’d just be coding, but he also learned soft skills. The two he found the most valuable are communication and teamwork skills.

Communication skills

Miscommunication can lead to frustration, missing meetings, as well as a less productive team, so communicating effectively is a vital skill to master. NE interns become good listeners and accomplished at explaining and clarifying their thoughts and ideas. The end result is the team accomplishes more work together than if they’d all worked alone.

Real Teamwork

In school, students learn teamwork but is it really teamwork? Michael said that whenever he had a group project he kind of hated it because his grades depended on how his team members behaved. So we asked him how the teamwork at Nobel Explorers differs from the teamwork in school.

I’ve never thought about teamwork the way Nobel thinks about it. I’ve never thought it was a positive thing.”

During his internship, Michael learned the importance of being able to work with other people. He found that part of working together is not just working with the perfect partner but working with people who aren’t perfect and learning how to deal with them. It’s important to learn how to talk to your teammates to make you all feel more comfortable and, of course, get a good result at the end.

Are soft skills soft?

When Michael was introduced to the term soft skills, he felt that designation didn’t really do justice to the value of these skills. It implies they’re not as important as hard skills, and therefore get little respect.

Hard skills make you qualified for the job, but soft skills are what helps you write your resume, interview to get that job, and help you stand out.

soft skills

We agreed that the term “soft skills” underplays their importance in the modern world. So we’re weighing in on the term – what do you think about teamwork skills? Maybe people skills? Or social skills?

Professional development

At Nobel Explorers, you have an opportunity to be part of a real software development team. Not many high-school students have this kind of experience. A lot of people have this chance only when they get their first job. Having this kind of experience can help you adjust to the work environment faster, get better insight into the workplace, and boost your confidence at work.
A real software development team is also an international team. Working within an international team means a lot when it comes to preparation for the future of work, as it seems more and more companies will be looking into remote work and international teams.

Skills transfer

Skills you learn at Nobel aren’t necessarily for work only– they can be very useful in your private life too.  It’s about how you communicate with other people, and that’s definitely important in every relationship we have. You learn how to improve your work when things don’t go well. Also, you learn how to plan your time and how to effectively split tasks up, and that’s the best way to avoid procrastination.

Which of these skills do you think is the most important? Leave us a comment!

 

If you like what you’ve read, we only have one more thing to say to you: We can’t wait to meet you!

 

Using AI in Learning and Education

Artificial Intelligence (AI) is something we frequently use in our daily lives, often without being aware of it. Have you ever heard of Akinator, for example? It’s an online game featuring a magic genie. He will ask you to think of a character – any character – and through a series of questions, he’ll try to guess who the character is. It ’s like playing 20 questions, only with your computer. Well, Akinator is an AI software: it decides which questions to ask based on your previous answers by imitating the human thought process. This game and many others use near-human intelligence in order to predict and answer your thoughts.

Therefore, AI can be defined as the branch of computer science dealing with the simulation of intelligent behavior in computers. In other words, the goal of developing AI is to create computer systems that can perform tasks that require human intelligence.

Still, when we think of artificial intelligence, most of us tend to think Terminator or Westworld. But in reality, we’re surrounded by AI without really knowing it, because an AI doesn’t need to be a robot – it can simply be a software.

The good news is, we’ve been working on AI’s to aid us in education ever since the 1970s, when Dr. Allan M. Collins created SCHOLAR CAI (Computer-Assisted Instruction). Let’s take a look at how AI’s can be helpful in education and check out some already existing examples.

Tutoring Assistance

Now hold on for a second – this doesn’t mean that your English teacher might turn out to be C3PO! AI’s can be a great help when it comes to tutoring, but they can hardly replace teachers completely. There are a couple of ICAI’s (Intelligent Computer-Assisted Instruction) out there, but none of them have been able to master natural language and tutoring techniques completely.

However, they do possess expert knowledge in a certain area and are equipped with the ability to implement that knowledge in certain problem-solving situations, giving students an excellent chance to practice their school materials outside the classroom.

Among AI’s, there are experts for mathematics, geography, physics, etc., – and all of them can be very helpful to a student who’s struggling with one of these subjects. Such systems can detect (some better than others) what the student’s misconceptions are and through questions and tasks, it can work on solving them. For example, there’s an AI called BUGGY. BUGGY is able to identify student misconceptions when it comes to arithmetic; in other words, it can find bugs in the code of our arithmetic knowledge.

Student-Initiated Learning

Besides tutoring a child directly, ICAI’s can also provide a positive learning environment which allows the child to learn by themselves, usually through solving problems and playing games. The most famous example (and probably the most famous ICAI to date) is Papert’s LOGO. This system guides the child to learn spontaneously, much like we do while learning to walk or talk. LOGO is based on two ideas: 1) That learning something completely new can only be done based on already existing knowledge, and 2) That the learner learns best if they make the ideas their own by understanding and applying concepts, instead of learning them by rote memorization.

LOGO lets the user create programs and simulations in a lot of different areas: they can write poetry, make movies, learn geometry… But nothing is simply handed to them on a silver platter. They have all the necessary tools and guidance, but they need to make their own simulations based on their own way of understanding the material.

When talking about SIL (Student-Initiated Learning), it’s important to mention SOPHIE as well. SOPHIE acts as a guide to solving problems related to electronic equipment. The student is presented with a problem, after which they try to solve it by asking questions and making hypotheses. After they’ve formed the hypotheses, SOPHIE helps them to test it out and, if necessary, debug it.

Helping out with Administrative Tasks

This already makes a lot of professors’ lives easier! There already exist some ICAI’s which are being used to evaluate tests and grade them – automatically. However, ICAI’s are also being developed to grade essays. We’ll probably have to wait a little bit longer on those, but just imagine the amount of extra time it’ll give teachers! It would mean that they’d have more time to prepare material for the next class and that they’d get to use more of their energy to motivate students, instead of downing coffee after coffee while reading hundreds of pages written by their students.

Diagnosis of Learning Challenges

This is one of the most exciting areas when it comes to AI’s. Besides having to teach, grade, and motivate students, teachers sometimes have to help diagnose their students’ learning challenges as well – and that can turn out to be a long and complicated process. Although teachers need to possess a certain knowledge of psychology, that knowledge does not make them a psychologist! It means that they still need to bring in an expert to help, and getting to them can take a lot of time.

But with an ICAI, the whole process could go a lot more smoothly. An AI would be able to ask a series of questions and based on student’s answers, either determine which difficulty is creating the problem (dyslexia, ADHD, etc.) or tell the educator to call for an expert, if it cannot determine it by itself. Alternatively, the AI could be able to call the expert themselves, which means that the educator would only need to supervise the whole process. This could be useful when the educator is overwhelmed with tasks – it’s better to employ an AI to do it quickly and precisely, rather than make a mistake somewhere along the line due to rushing to all the other tasks/students they need to evaluate. With the help of an AI that asks the right questions and comes to the right conclusions, teachers will be able to help out their students much faster and with much more precision.

 

Remember, behind every AI, there was a team of people developing the science and technology used. Check out Nobel Explorers to see how you can learn and practice many STEM-related concepts that could continue improving upon artificial intelligence.

Project-Based Learning Explained

Instead of endlessly memorizing facts and using pen and paper to take extensive notes, students learn about a subject by actively exploring real-world problems through project-based learning. This type of learning is becoming increasingly necessary in the global world, as it focuses on the individual and helps people learn while engaging in investigation and applying their knowledge to solve actual problems. But what is project-based learning exactly, why do we really need it and how does it work? Read on to find out!

Not an ordinary project

When you think of projects in an educational context, the first thing that comes to mind is probably the concept of “projects” solely based on facts in a unit. For example, in history class that could be a poster depicting certain historical events and in biology class students might get to give a lecture to their peers about human metabolism. Simply put, they would repeat facts that they have read about elsewhere, without analysis or deeper comprehension [3].

When faced with these types of projects, students often think “When will I ever need this in real life?”, and this is where project-based-learning (PBL) comes into the picture. Its content is predicated on real-world problems that need to be dealt with creatively [3]. So, instead of making a poster on women’s rights based on facts they have learned from a textbook, students can organize a campaign to promote them and talk about their significance or make a documentary interviewing people involved in the issue, or discuss the importance of suffrage with people they know.

Even though the entire concept of PBL sounds new and is often mentioned in the context of “honing 21st-century skills”, it actually stems from strategies that were used by classical Greek philosophers, who talked about “learning by doing” and focused on critical thinking and not just repetition of information. Later on, other philosophers also accentuated the importance of learning based on experience and not purely verbal information, and half a century ago PBL emerged as a practical teaching strategy that can be used in various disciplines [1]. In this form it involves, as we said, student is learning in order to overcome real-life problems, while educators serve only as coaches who relinquish control to students usually working in pairs or groups [6].

If this concept sounds a bit too fluid and perhaps not as efficient as good old-fashioned rote learning, you are not alone. It was often criticized for not being rigorous enough and there are still people who doubt that students can learn everything a curriculum may require this way. But, “proper” PBL actually has many rules that need to be followed in order for students to learn something successfully, so there is usually no space for skipping certain steps or accidentally avoiding a certain facet of a problem that is being taught [6]. By having these practical rules, PBL as a teaching strategy ensures that students learn what they are supposed to learn while being fully engaged in the process [7].

But why is it so much better? Benefits of PBL

Some benefits of PBL were mentioned earlier where we explained what it actually is, but there is more to this story. PBL is so talked about recently exactly because of its many advantages over the traditional type of learning:

  • PBL makes learning more grounded in real life and students have the feeling that they are learning something useful, and not merely facts they will never need in their future lives [2]. This knowledge of the relevance of the project usually engages them more in the entire process of learning and they “learn by doing” instead of just finishing yet another school assignment [7].
  • Research has shown that PBL also increases students’ motivation [3]. The contextualization of the studied material and the authenticity of this type of learning together with its student-centered approach and individualization of the entire process motivates students to learn for the sake of learning, and not just to get a good grade [6].
  • In order to solve complex problems posed by PBL, students have to engage higher-order thinking skills and problem-solving skills. These types of skills are necessary for almost all jobs and by practicing them in an educational environment, students not only prepare for their future careers, but also for tackling diverse issues throughout their lives [1].
  • Collaboration is one of the main characteristics of PBL, and in order to work on a project students also have to learn how to work in a group efficiently and overcome any problems they might have within the group. Working in a group and solving all kinds of interpersonal struggles, teaches students both people skills and project management skills that are more than necessary in order to work in today’s society [2].
  • It has been shown that PBL as a method affects students’ achievement in a positive manner. Students who learned by working on projects proposed by PBL usually learned better than students who used more traditional ways of learning. The reason for this could well be the fact that students generally achieve more when they have a greater desire to learn, and as we have seen, PBL usually increases this desire [4].
  • PBL is also thought to improve long-term retention of knowledge, meaning that students who learn using this method remember the things they learned longer than students who learned in the traditional manner [6].
  • PBL is an interdisciplinary method so it gives students a chance to use the knowledge they gained in many other classes while working on a project, and shows them how that knowledge can be relevant in real-life situations [5].
  • Today’s students are more than familiar with technology and its various uses, and PBL is a perfect opportunity to use it in an educational setting and think about its different benefits. Using technology also allows students to connect with many people around the world while working on a project which, of course, gives them an even wider knowledge of the subject they are working on [7].

When taken into consideration together, all of these benefits of PBL lead us to the conclusion that PBL is essential in developing something called 21st-century skills that we all need in order to succeed in the fast-paced global world [2]. It is no longer enough to have basic knowledge and skills; we need to be able to solve problems quickly and effectively, work in teams, adjust to changes, think critically, manage ourselves and communicate ideas – PBL helps in bettering all these skills [7].

How to make it work [8]

In order to make PBL work, it is not enough to just think of a fun, relevant project and let the students work on it. If that happens, it is more than likely PBL will become just another means to an end, the end being a grade. It is important to set learning goals, which would concentrate both on the skills that the project can help develop and also on the content that has to be learned by the end of the project.

It is easy for students to think of PBL as another school assignment, so it is important to choose a project that is firmly grounded in reality, with clear relevance to the students. Reminding the students from time to time of what the project can help them do later in life is also not a bad idea.

In PBL, asking questions and discussing the problem is half the work, so it is extremely important to encourage the discussion, without leading it. A teacher or a parent who has taken the task of PBL on her/himself should only serve as a guide and help students reflect on their progress and the learning process. Students are the ones who should be making decisions.

Setting an end goal that it is tangible or demonstrable is also a smart way to make PBL more effective. It is a good idea to have the students work on a product that they can later talk about in front of an audience or to make a presentation describing the problem they solved.

We are launching an online STEAM summer camp, Nobel Explorers, where students will be working on solving complex and engaging challenges through project-based learning. So, now’s the chance to find out hands-on how project-based learning really looks like! Join us! 

References:

  1. Boss, S. (2011, September 20). Project-Based Learning: A Short History. Retrieved from https://www.edutopia.org/project-based-learning-history.
  2. Boss, S. (2011, September 20). Project-Based Learning: What Experts Say. Retrieved from https://www.edutopia.org/project-based-learning-experts.
  3. Gonzales, J. (2016, June 26). Project Based Learning: Start Here. Retrieved from https://cultofpedagogy.com/project-based-learning/.
  4. Helle, L., Tynjälä, P., Olkinuora, E., & Lonka, K. (2007). “Ain”t nothin’ like the real thing’. Motivation and study processes on a work-based project course in information systems design. The British Journal of Educational Psychology, 77, 397–411. http://doi.org/10.1348/000709906X105986
  5. Karaçalli, S., & Korur, F. (2014). The effects of project-based learning on students’ academic achievement, attitude, and retention of knowledge: The subject of “Electricity in our lives.” School Science and Mathematics, 114(5), 224–235. http://doi.org/10.1111/ssm.12071
  6. Vega, V. (2012, December 3). Project-Based Learning Research Review. Retrieved from https://www.edutopia.org/pbl-research-learning-outcomes.
  7. What is Project Based Learning (PBL). Retrieved from http://www.bie.org/about/what_pbl.
  8. Why Project Based Learning (PBL). Retrieved from http://www.bie.org/about/why_pbl.

Our new online summer STEM camp, Nobel Explorers, is starting soon! We prepared 11 cool projects for students aged 10 to 18 who want to meet international friends and get a head start on their future careers. It is worth checking out if you are interested in providing your child with a summer full of learning and fun.