oceana

OCEANA – Logbook – conference

Kids have the mic!

Kids of year 7 succeeded in their challenge: to give a talk in a auditorium with 150 persons in the audience, at AgroParisTech engineering school in Paris. The topic of the talk what: how the brain work, how to optimize learning?

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All gathered by groups of 2 or 3, talking about content of the OCEANA program, they had picked their subtopic:

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  • the brain, identity card,
  • What we don’t see with our eyes:
    • neurons and
    • glials cells,
  • the brain, this complex organ, how it works?
    • neurons get connected
    • neuronal path are created
    • nothing is fixed, the brain is plastic and we can learn all lifespan,
  • the brain, functioning:
    • multiples brain lobes and functions,
    • what regions of the brain are used when we want to cross the street?
  • the brain memorize, the brain learn: how to help memory? how to optimize it?
  • We need messenger, the 5 sense: student are testing perception with the audience. Can we treat information if the vision is blur?
  • We need to reactivate perceived information: children played the “kim game” with the audience,
  • At the end, children ask to the audience what they learned about the brain. Do to that, they use a “memory game” to challenge the audience memory, we learn only if we don’t have “stress, fear …” and when we are active in the learning process.

 

Well done kids!

 

Each of the group created a tool to illustrate the message that they wanted to give: model, film, comic, card game …

Bravo! again to the kids that elicited curiosity, involvement and participation from the audience. The feedack that they received showed that information was successfully transferred, new neuronal paths was created or consolidated for all.

 

We wish to thanks WaxYouth, Jérémie Chaligné that initiated the project, for his invitation. The class and each kids, by participating to this event, experienced talking in public, which is a skill must needed for their future.

Autor: Isabelle Malet

OCEANA – Logbook – bonus

Novelty in the program

 The arrival of a 5 years old class in the program
We had the pleasure to give the start to a new class, a 5 years old class from Paris. So for them, it was the stage of the initial questionnaires
A challenge for such a young participant, they have to follow the row to answer, to understand the question. It takes some time but the teachers Isabelle and Marie-Odile are motivated and are looking forward to the results of the questionnaires. 
They are not the only one, children are answering conscientiously to the exercise. They want to understand the question very well to answer it as accurate as possible. A surprise!
 Start of the autoevaluation questionnaires
In the class, questionnaires of “activity autoevaluation” had been used for the first time. In Caroline’s class, it was after a math lecture and with Isabelle, it was after mental computing : subtraction of integer on a slate
A surprise was awaiting Caroline on next monday, children requested the questionnaire after another activity, an exam about math this time. Did they need to express their stress ? or to tell their teacher about how they felt ? 
And the tuesday, again. 
Now, Caroline is ready ! She have copies of the questionnaires on the corner of her desk to answer the request. 
In Isabelle’s class, 10 years old answered questionnaires already 3 times, it’s short and apparently, it’s appreciated. 
So, what sensitivity or needs are we puling the string with this questionnaires? 
On the team side, we are looking forward to analyse the questionnaires !
Take a look at some example of them : 

OCEANA – Logbook – Week 1

Between the 19 and the 28 f September 2016, Caroline and Isabelle (and Caire) give initial questionnaire to children to fill in. Theses questionnaire were testing the focus, empathy, or emotion perception skills of students. 

Rectifications
Firsts needed adaptations appeared quickly:
  • the idea to help student to answer with picture representing the Likert scale (5 choice between “I agree” and “I disagree” with the sentence) was a success. 
  • some sentences requested explanations. Both teachers choose to read the question and to ask all children to answer one question after the other, all in parallel. To avoid that explanations influence students answers and to be sure that we all talk about the same concept, we wish to define example to explain the question for the later the use of theses questionnaires (later in the year and year 1).
  • the last things to modify for later will be to realize a computerized version of the quizz to win time on the gathering of data.
Impatience
third years of primary school student (of Caroline) and fifth ones (from Claire and Isabelle) succeeded to answer, only the first years of primary school that will may be participate remains. We are looking forwards to see how hard it will be for them, we are thinking to remove 2 out of the 5 questionnaires that might be more complex. 
Dispite everything, third years students demonstrate a great difficulty to answer questionnaires in this begining of scool years, they are just out of second years. Let’s see later if this is due to a lack of knowledge about emotions, their physical and mental states or this difficulties is link to a lack of skill in answering questionnaires. The second questionnaire in few month will tell us about that. 
It would be tempting to look at results, but this could influence the behavior of teachers in the realization of the program. So, let’s be patient!

Donders Innovation Voucher

Cogni’Junior is very pleased to announce that the OCEANA program is supported by the Donders Institute, an major and international actor of the research in cognitive science.

The Donders Institute The Donders Institute for Brain, Cognition and Behaviour is a world-class research centre devoted to understanding the mechanistic underpinnings of human cognition and behavior in health and disease. The Institute is home to more than 600 researchers from 35 countries who share the common goal of contributing to the advancement of the brain-, cognitive- and behavioral sciences through investigator-driven research, and improving health, education and technology by applying advances in this field. The Institute’s mission includes conducting interdisciplinary research of excellence at the unique interface between genetic, molecular and cellular processes at one end and computational, system-level neuroscience with cognitive and behavioral analysis at the other end. Within this range we focus on four research themes:

Language and Communication
Perception, Action and Control,
Plasticity and Memory
Brain Networks and Neuronal Communication

Research conducted at the Institute has considerable potential for benefiting society. A key aim is to disseminate expertise and knowledge to a variety of stakeholders concerning four societal themes:

Education
Health
Technology
Food

Promoting the societal impact of the Donders Institute, the program OCEANA had been rewarded by the Donders Innovation Voucher.
Especially, the Donders will powered a physical version of the kit Cogni’Learner, found the pilot of the experiment (OCEANA years 0) and found the made up of a presentation video. The aim is to be able in one years to distribute the kit in classroom in the Dutch educational ecosystem.

The kit will contain:

A usb-key with all documents in Dutch, French and English:
– a tale about how neurons work (mimi lamicroglia),
– a series of comics about memory, attention, emotions, empathy, stress, and executive functions, explaining the physiological and neurobiological bases and how to control them
– a teacher and a children’s books with documents to realize the learning sequence
two most indispensable games designed especially for the physical kit in laser cut thin foam:
– a puzzle of the brain,
– a set of 10 learning-based interacting neurons.