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em>In this exploratory study, we report results from hosting two rounds of an open innovation competition challenging young people age 13-18 to develop a method for carbon mitigation. In both challenges, teams worked within the classroom and extensively on their own time out-of-school. The challenges were structured to engage participants to work c...
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Citations
... The DRL model relies on a reinforcement learning agent that interacts with the stadium environment, selecting actions based on observed states and receiving feedback in the form of rewards (Puttick et al., 2017). The agent's ultimate goal is to learn a policy that maximizes cumulative rewards over time, enabling it to make real-time decisions during stadium operations. ...
Introduction
Large-scale construction projects such as sports stadiums are known for their significant energy consumption and carbon emissions, raising concerns about sustainability. This study addresses the pressing issue of developing carbon-neutral stadiums by proposing an integrated approach that leverages advanced convolutional neural networks (CNN) and quasi-recurrent long short-term memory (QRLSTM) models, combined with dynamic attention mechanisms.
Methods
The proposed approach employs the CNN-QRLSTM model, which combines the strengths of CNN and QRLSTM to handle both image and sequential data. Additionally, dynamic attention mechanisms are integrated to adaptively adjust attention weights based on varying situations, enhancing the model's ability to capture relevant information accurately.
Results
Experiments were conducted using four datasets: EnergyPlus, ASHRAE, CBECS, and UCl. The results demonstrated the superiority of the proposed model compared to other advanced models, achieving the highest scores of 97.79% accuracy, recall rate, F1 score, and AUC.
Discussion
The integration of deep learning models and dynamic attention mechanisms in stadium construction and management offers a more scientific decision support system for stakeholders. This approach facilitates sustainable choices in carbon reduction and resource utilization, contributing to the development of carbon-neutral stadiums.
... The design of the challenge is informed by research on problem-based learning and on participatory pedagogy (Tucker-Raymond et al., 2021). Our initial research (Puttick et al., 2017;Drayton & Puttick, 2018) suggests that this open challenge can galvanize creativity and engagement among young people, and support "3-D learning" (NRC, 2012). In this paper, we present preliminary findings about the experience of four teachers as their students participated in the 2021-2022 I2M challenge. ...
... The Innovate to Mitigate (I2M) project poses design challenges in climate change mitigation for middle-and high-school students. Our initial research (Puttick & Drayton 2017;Drayton & Puttick, 2018) suggests that an open but well-structured challenge to develop mitigation strategies can galvanize creativity and engagement among young people, and support "3-D learning" (NRC, 2012). ...
... Such heterogeneous communities of practice offer a diversity of inputs, including insights about practice from more experienced participants (Wenger, 1998). Dialogic knowledge-construction and design, facilitated by the division of labor within the team (Puttick & Drayton 2017;Drayton &Puttick, 2018), is strengthened by collaboration among competitors in the challenge. This open integrative process is central in our adaptation of crowdsourcing. ...
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students to design feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper presents evidence that the web-mediated communities of practice support learning of STEM concepts and practices and provides an account of how student and scientist discourse support that learning. Productive talk deployed by community members elicited greater levels of reasoning than was originally manifest in student work and resulted in improved student products.
... The Innovate to Mitigate (I2M) project poses design challenges in climate change mitigation for middle-and high-school students. Our initial research (Puttick & Drayton 2017;Drayton & Puttick, 2018) suggests that an open but well-structured challenge to develop mitigation strategies can galvanize creativity and engagement among young people, and support "3-D learning" (NRC, 2012). ...
... Such heterogeneous communities of practice offer a diversity of inputs, including insights about practice from more experienced participants (Wenger, 1998). Dialogic knowledge-construction and design, facilitated by the division of labor within the team (Puttick & Drayton 2017;Drayton &Puttick, 2018), is strengthened by collaboration among competitors in the challenge. This open integrative process is central in our adaptation of crowdsourcing. ...
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students to design feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper presents evidence that the web-mediated communities of practice support learning of STEM concepts and practices and provides an account of how student and scientist discourse support that learning. Productive talk deployed by community members elicited greater levels of reasoning than was originally manifest in student work and resulted in improved student products.
... The Innovate to Mitigate (I2M) project poses design challenges in climate change mitigation for middle-and high-school students. Our initial research (Puttick & Drayton 2017;Drayton & Puttick, 2018) suggests that an open but well-structured challenge to develop mitigation strategies can galvanize creativity and engagement among young people, and support "3-D learning" (NRC, 2012). ...
... Such heterogeneous communities of practice offer a diversity of inputs, including insights about practice from more experienced participants (Wenger, 1998). Dialogic knowledge-construction and design, facilitated by the division of labor within the team (Puttick & Drayton 2017;Drayton &Puttick, 2018), is strengthened by collaboration among competitors in the challenge. This open integrative process is central in our adaptation of crowdsourcing. ...
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students to design feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper presents evidence that the web-mediated communities of practice support learning of STEM concepts and practices and provides an account of how student and scientist discourse support that learning. Productive talk deployed by community members elicited greater levels of reasoning than was originally manifest in student work and resulted in improved student products.
... The I2M project poses design challenges in climate change mitigation for middle-and high-school students. Our initial research suggests that an open but well-structured challenge to develop mitigation strategies can galvanize creativity and engagement among young people, and support 3-D learning (Puttick et al. 2017). ...
... Such heterogenous communities of practice offer a diversity of inputs, including insights about practice from more experienced participants (Vygotsky 1978, Wenger 1998. Dialogic knowledge-construction is facilitated by the division of labor within the team (Puttick et al. 2017, Drayton & Puttick 2018. ...
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students. Students are charged with designing feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper draws on data from 3 project teams. The paper presents evidence that a web-mediated community of practice supports STEM learning of concepts and STEM practices and examines conditions under which the environment can enable an account of microgenesis of that learning.
... The Innovate to Mitigate project sought in part to explore how the challenge could facilitate each of these kinds of learning. Indeed, as shown elsewhere (Puttick et al., 2017), students participating in the challenge reported significant increases in their knowledge about climate change and mitigation strategies. Almost three-quarters of the students (72%) reported that they understood more about the nature of science as a result of participation. ...
The Innovate to Mitigate project designed and conducted a competition for students aged 13-18 to propose and test strategies for mitigating rising levels of greenhouse gases. This paper explores the scientific inquiry and interdisciplinary learning of a 12th grade high school team over 6 months of participation. We used an activity-theoretic approach as a framework for capturing and analyzing the structure of the learning system in the team, situated within a science competition. This approach provided a lens both for finding and analyzing team learning at several levels-conceptual, procedural, metacognitive-and for revealing the processes by which learning was mediated by the activity system.
