Knowledge Update

Mathematical modelling is the conversion of problems from an application zone into manageable mathematical formulations with a hypothetical and arithmetical analysis that provides perception, answers, and guidance useful for the creating application. Mathematical modelling is valuable in various applications; it gives precision and strategy for problem solution and enables a systematic understanding of the system modelled. It also allows better design, control of a system, and the efficient use of modern computing capabilities.

Knowing the ins and outs of mathematical modelling is a crucial step from theoretical mathematical training to application-oriented mathematical expertise; it also helps the students master the challenges of our modern technological culture.

Looking at the core application of Mathematical Modelling:

I can list some of the modelling applications I understand, at least in some details, with areas involving numerous mathematical experiments. Various areas have interesting mathematical problems and these include Artificial intelligence, Computer science, Economics, Finance, and the Internet. Mathematical modelling is applicable in Artificial Intelligence (AI), Robotics, speech recognition, optical character recognition, reasoning under computer vision, and image interpretation, among others. Aside from computer sciences and economics, it’s important in image processing, realistic computer graphics (ray tracing), and labour data analysis.

Key areas of mathematics useful in Mathematical Modelling:

To formulate the basic algorithms for your mathematical formulation, the following are the key mathematical categories: Numerical linear algebra (linear systems of equations, Eigenvalue problems, linear programming, linear optimization, techniques for large, sparse problems), numerical analysis (function evaluation, automatic and numerical differentiation, Interpolation, Approximation Padé, least squares, radial basis functions, special functions, Integration univariate, multivariate, Fourier transform nonlinear systems of equations, optimization and nonlinear programming), numerical data analysis (Visualization 2D and 3D computational geometry), parameter estimation least squares, maximum likelihood, filtering, time correlations, spectral analysis prediction, Classification Time series analysis, signal processing) Categorical Time series, hidden Markov models, random numbers and Monte Carlo methods), and numerical functional analysis (ordinary differential equations, initial value problems, boundary value problems, eigenvalue problems, stability techniques for large problems, partial differential equations finite differences, finite elements, boundary elements, mesh generation, adaptive meshes Stochastic differential equations Integral equations and regularization) and non-numerical algorithms (symbolic methods, computer algebra, sorting, and Compression Cryptography).

The aim of any 21st-century education system should be to prepare students on how to deal with life challenges in a very fast moving world.  Therefore, it has to adapt to the constantly changing conditions as it cannot function in isolation from reality and ultimately, without modern technology.

Information and Communications Technology, also known as ICT, has changed the way people communicate with each other, acquire information, spend their free time, and obtain knowledge. Computers, mp3 players, DVDs, radio stations, television channels and, of course, the Internet are used to send or convey various types of information that contains written texts, graphics, sound or video images which can greatly help students learning at every level of education. The use of such devices and technologies in schools is, indeed, influencing the changes happening in teaching methodologies.  When skillfully utilized, ICT allows us to change the current concepts of conducting school activities, and thus, to greatly enhance their quality. In today’s world, it is an inevitable process.

This article will present the possibilities and advantages of using the Internet as a technology supporting traditional learning. The main purpose is to present the tools and advantages of using ICT in schools such as blended learning, e-learning, etc., which are a mix of modern tools and some traditional teaching methodologies. The dynamic spread and progress of ICT have undoubtedly contributed to the development of a knowledge-based society, known as Lifelong Learning.

Ever since the computer was first introduced in education, teaching and learning have become noticeably more effective. The first use of computers in education took place in the USA in the 1960s. Computer dissemination in American schools started in the 1970s. In the 1980s, approximately 96% of teaching was supported by computers (Computer-Assisted Instruction). In contrast, the rest of the world remained far behind the United States. The Open University in the United Kingdom (est. in 1969), is the first educational institution whose activity was devoted entirely to distance learning. To date, it is still based on the active use of materials from the Internet, radio, and television.

The last years of the 20th century were the beginning of a new trend.  E-learning and blended learning were introduced and quickly gained popularity. They enabled the dissemination of distance education, learning foreign languages, participating in courses, or even on-campus learning. Generally speaking, all of these methods added a new dimension to learning and as a result, many barriers have been overcome. In most European countries, ICT is gaining more and more popularity. In fact, ICT now is an independent subject in school in many countries.
Teaching methods – the use of ICT tools in teaching

In the 21st century, a digital generation is growing up, for which new technologies are a natural thing as they have been in contact with them from a very early age. They are referred to as digital natives. It is a generation that is difficult to reach without using digital tools, which are completely natural to them. Therefore, it is absolutely necessary to adopt the forms and methods of teaching to the tools that the students use in everyday life (e.g. computer, Internet), and the teacher’s role should be one of a facilitator, inspirer, adviser, and guide.  
ICT is based on the use of blended learning. The use of ICT tools in the classroom is associated with the active inclusion of familiar information and communication technologies in the teaching process. Language classes are a perfect example.

Foreign language teaching with traditional methods supplemented with distance learning (e.g. e-learning, m-learning, blended learning), encompasses different teaching methods, allowing the learner to practice all language skills owing it to a wide range of exercises and tasks available. One of the many possibilities to diversify language classes is the use of interactive computer games in learning a foreign language, i.e. introducing elements of learning through fun.

The heading of this piece is a question that students often ask me in a rather incredulous tone. Why must we practice thinking? We think all the time, according to my students. What’s the relevance of having a course about thinking? There is no skill involved. Yes, lower order thinking is instinctive and does not require any conscious effort but critical thinking, on the other hand, needs work. Critical thinking needs brain work and lots of it.

I’ve still not answered the question though. Why study critical thinking and problem solving? Well, the World Health Organization consistently ranks critical thinking as one of the top ten life skills that everyone should possess. Given the ever-changing nature of society, the job market and job descriptions themselves, employers more and more want employees who can think on their feet and adapt to diverse situations. For this, we need to be able to think critically.  Therefore, studying the practice of critical thinking will stand everyone in good stead for our entire lives, not just during higher education and not just for the duration of one course. Critical thinking is a skill that can be applied to everything in life. Critical thinkers are better able to contribute to the society in which we live. We are able to share ideas with our colleagues, friends and bosses. Critical thinkers are people who other people turn to for advice and guidance, as to think critically means that you can look at all angles of an issue and most likely find solutions to problems. Critical thinking, at its most basic definition, is thinking outside of the box and this is what employers both want and need from their employees.

Let’s unpack the words that are vital to the concept of critical thinking. Why? Well because in order to understand the importance of the concept, we need to understand all the terms involved. The most important terms, in my opinion, are skill and reasoning. These words are central to understanding the concept of critical thinking.

What is a skill? If you search for that answer you will most likely find something along the lines of ‘the ability to do something well’ or ‘expertise’. How do you become an expert in something? How do footballers score goals from seemingly impossible angles? They practice! That is what we need to do with our thinking; practice. Right now you are most likely thinking that I am a little bit crazy but, hopefully by the end of this brief article, you will understand what I mean and hopefully even agree with me. Now what do you think of the statement where I tell you that thinking is a skill? Thinking, you might ask? I’m not talking about the thoughts that flit through your mind at night as you drift off to sleep or the very first thoughts that you wake up with. The skill part comes in to play when we have to put a conscious effort into our thoughts. Most of our thoughts are unconscious, in that they just happen. The thinking that is part of critical thinking is of a higher order. For example, if someone asks me what my favourite colour is, then I can instinctively, without thinking, tell them: Yellow! If someone, however, asks me on my opinion on an issue in education, such as how to improve an advisory system, I need to stop and consciously think. It takes work. Brain work! The difference between conscious and unconscious thought contributions is almost always the quality of the thought. Your thoughts in this course, and in life, need to be conscious, skillful and quality.

This lead to the notion of reasoning. Arguably, this can be said to be one of the most important aspects that sets humans apart from other species; our ability to figure things out, learn from the process and then remember and apply what we have learned. Reasoning talks about our ability to draw conclusions in a meaningful way and put those conclusions (and the process we used to reach them) to good use. The main part of reasoning is that we are rational. Rational implies being calm. Rational is based on logic. The best way to win arguments and solve problems is by being rational. This, once again, reiterates the importance of practicing this skill.

Therefore, it is clear to see how employers and in fact anyone in life would like to be surrounded by critical thinkers. Yes, knowledge about a certain area is always important but given the speed at which the world changes daily, critical thinkers will always be needed and valued.

Most of the organizations in the world have implemented project management successfully and achieved better and sustainable outcomes. But, in today’s dynamic, global, highly competitive and complex business environment, the project management approach is turning out to be a little difficult one to implement due to its rigidity and highly process-oriented methodology. Out of the several techniques to resolve this rigidity, agile project management is found to be one of the most successful approaches. It is considered to be the most flexible and capable approach, which can execute several varieties of tasks simultaneously.

The traditional project management approach adopts a linear sequence of completion of events one after the other known as "waterfall" methodology. All the events and tasks of the project are planned well in advance, and are completed one after the other passing through different phases of a project known as "Project Life Cycle." In general, these phases are known as define, plan, execute, and close. All these four phases are commonly followed in each and every project. The project scope statement is prepared well in advance and the possibility of making changes to the scope is very rare. Due to this, the projects that are generally of longer duration face severe deviations in planned versus actual budgets and timelines.

Contrary to this traditional approach, the agile approach adopts an iterative approach (projects are implemented in small packets of works) which enables it to incorporate an element of flexibility in the scope and dynamic modification of project based on client’s requirements. It focuses on working along with the needs of the customer throughout the project, instead of freezing them at the beginning itself. The agile approach uses flexibility-enabled software for completing the tasks of the project through adaptive planning. According to the Project Management Institute (www.pmi.org), adoption of the agile approach is rapidly increasing in many industries and it is not limited only to Software and IT projects. Whereas the traditional project management is useful for tangible deliverables, the agile is found to be more useful for intangible and knowledge-oriented deliverables.

In traditional projects, the deliverables are not visible to the client until the completion of a very long duration of the project, whereas, in agile, the client can visualize the deliverables in small chunks within a very short duration. At the same time, the changing needs of the client can be incorporated at every chunk of the agile project. This increases the client’s satisfaction and at the same time enables flexibility and adaptability in the project.

Most commonly used agile processes are Scrum, Scrum/XP hybrid, Custom Hybrid, Scrumban, Kanban, and Iterative development. Out of all these, Scrum is the most popular agile methodology designed to guide the members of project teams in the step by step iterative methodology and the delivery of the product to the customer in a phased and incremental manner. Popularly, the Scrum is also called as "A Framework of Agile Project Management." It enables the project teams to quickly respond to changes in an efficient and effective manner and dynamically modifies the time and cost of the project to suit the client’s requirements. This is achieved through the usage of tiny slabs of time, known as "time boxes," and a collaborative approach with the client. In agile projects, the traditional project manager functions as a "ScrumMaster." Some of the examples of usage of scrum include social justice, venture capital projects, sales, marketing, finance projects, and portfolio management. Scrum works in a "lean way" and executes the projects through the continuous involvement of customer and project team to develop the right outcome as per the requirement of customer.

Today, the popularity of agile project management approaches has already spread to almost all industries. Some of the industries where agile approaches are widely used are, software, information technology, construction, pharmaceuticals, medical devices manufacturing, mobile and telecommunications, and electronic products manufacturing, etc.

It is expected that very soon project management will be totally replaced by the agile approach in many sectors.

Education has always been one of the main focus of governments and people in all countries in the past and in the present. Through education, all closed doors open and all obstacles in life can be overcome. Education lets people develop emotionally, intellectually and socially. Education is the scale that measures nations in all fields such as lifestyle, development, richness, poorness, and even happiness. That is why countries have been doing research to find better ways to enhance students in schools and to support teachers. When technology has become an integral part of various fields and industries, governments made an effort to integrate technology in education.

The idea of integrating technology in education has been a growing demand for both teachers and authorities in higher education. In the past, the major focus in classrooms was a teacher-centered approach in which teachers taught in a traditional way: using chalks, hardcopy books and notes, and lectures. Classes were dull for many students as the actual involvement and interactions of students out of classroom was lacking. The communication between teachers and students was limited.

Presently, integrating technology in education has become a need for every academic institution. It has become a vital part of the teaching-learning process. Having a computer and internet in the classrooms make it easier for teachers to give exercises and show students extra material such as pictures or videos in an easy, effective way. Moreover, teachers have access to unlimited teaching resources from the internet they can use in their work. Also, now it is much easier and faster for both teachers and students to communicate, discuss, release or submit assignments or even enter marks online. Teachers and students can also keep themselves updated about the latest trends. Assigning assignments, doing homework, performing exams are easier now than before.

Another important factor in using technology in education is virtual reality technology. This technology allows students to immerse in other cultures or environments without leaving the safety of the classroom. They can see experiments, new cultures and learn new languages in just a few clicks.

Countries that make use of the power of technology have gained better results in all fields and raised more intelligent generations with better practical skills than those with traditional learning approach. In ten years’ time, the traditional method of teaching might become obsolete. The countries must, therefore, set mandatory rules, ease the regulations, and allocate budget for institutions to encourage the use technology in education.

The libraries are equipped with several books on Innovation and Entrepreneurship. Modern books cover the latest theories, techniques and varied levels of innovative works. This helps us to figure out the worth of innovation and entrepreneurship for the corporate world and higher education in particular. Now universities are focusing on enabling students to be innovative in every field and not just be job seekers. Rather, they should move to be job providers by becoming entrepreneurs and being critical thinkers. Amongst the many types of innovations, something that really intrigues me is social innovation.

Social innovation in the changing world is possible but not easy. It has several challenges at its operational level. Social innovation is all about devising new ideas for existing social problems and finding solutions through creativity and novelty. This is directly linked to the establishment of Social Entrepreneurship. Muhammad Yunus’s Grameen Bank and Anil Gupta’s Honey Bee Network are renowned examples of operationalizing social innovation and providing society with the benefits of social entrepreneurship. Most social innovations include kindergarten, the cooperative movement, first aid, and the Fair Trade Movement, all of which began with social entrepreneurs and then spread internationally.

Social innovation involves the same core entrepreneurial process of finding opportunities, choosing amongst them, implementing and capturing value. However, it may differ as it is individually-driven where passion for change leads to remarkable and sustainable results. Another important area where individuals have been a powerful source of social innovation can come from the world of user-innovators. These are individuals who experience problems at first hand and often provide the trigger for change in the society.

Social innovation and entrepreneurship do not exist without challenges. No innovation and start-up come easy, and setting such a venture that is social in nature faces business, economic, political and especially financial obstacles. Resources are not easily available and may require broad networking in order to secure funding. Mostly social innovation and startups seek grants and donations that are largely unpredictable.

Social entrepreneurs face difficulties in scaling up their startup. As these initiatives are focused to a large section of the society, scaling up is essential but also a great challenge. It is vital to note that it requires continuous funding along with people who share a similar passion and consensus in achieving goals.

Adding to this there is a human resource challenge as well. As social entrepreneurship is voluntary in nature and people dedicate their time and energy due to their core values and beliefs, the traditional management approach and motivational yardsticks may not work effectively thereby posing a difficulty in availability of expertise and helping hands.

Nonetheless, in spite of all challenges, there is a huge movement towards social innovation and social entrepreneurs in the contemporary world. Millennials and post-millennials are engaging with these thoughts with a clear intention to make the world a better place to live and do business. Social innovation and entrepreneurial initiatives can be a driving force for a country’s intellectual output too.

Decisions shape our lives. Mathematics rationalizes the shifting of information and the balancing of alternatives inherent in any decision. Mathematical models underlie computer programs that support decision making, while bringing order and understanding to the overwhelming flow of data computers produce. Mathematics serves to evaluate and improve the quality of information in the face of uncertainty, to present and clarify options, to model available alternatives and their consequences, and even to control the smaller decisions necessary to reach a larger goal.

Public-private partnership (PPP) is a legal agreement between public and private sectors by sharing its assets and skills in delivering quality facilities and services to the people. PPP is becoming like a fad, however, it is a long-term process. It entails a broader capacity of understanding between the public and private entities that requires experience and knowledge advisers in facilitating the partnership between public and private sectors.

In the healthcare industry, most of the services are being delivered by the private sectors. Somehow the public sector provides the facilities but the management is usually being commissioned to the private sectors.

The healthcare industry in UAE is becoming fast improving and competitive to cater the needs of its citizens and the expatriates. The continuing move of the government in integrating policy to for a quality healthcare is also being challenged on how it can provide the most affordable services to offer to the public.

Improving the healthcare system, while considering the high cost in every health care provider is the main challenge for the policymakers. The UAE healthcare system both the private and public sectors provide funding leading to various payments, insurance coverage, and services offered. Thus, the system becomes so complex and very costly to manage and sustain because of the varying expenditures.

In 2014, during the World Government Summit, the UAE government has commissioned a report from Mohammed Bin Rashid School of Government, indicated that healthcare and education ranked the lowest in terms of quality based on the public perception in the lower middle-income countries. One of the six pillars of the Vision 2021 National Agency is to provide world-class healthcare. The government is now working in having all the public and private hospitals accredited according to the joined national and international quality standards of medical services and medical practitioners.

As stated in the Vision 2021, the UAE government set forth the following objectives: (1) enhancement of quality healthcare services; (2) attraction, retention, career development of healthcare professionals; (3) ensuring patient safety and wellbeing; (4) emergency preparedness; (5) health-hazards precautionary awareness to improve public health; (6) ensuring value of money and sustainability of healthcare spending; (7) inclusion of private sector health providers and endorsing their investment initiatives in the sector; and (8) launching electronic health program as a primary facilitator for the other priorities as stated above. The objectives are not only to set to be achieved but it will be a mechanism for innovation, reform, and development of the healthcare sector in UAE.

The UAE government enacted a law on public-private partnerships (PPPs) in 2015. The law encourages more partnerships between the public and private sectors in the development of projects in the country in order to improve the delivery of goods and services to the people.

Public-private partnership policy is a tool which requires a proper mindset on how to set its agenda, its policy objectives and how it will be implemented.  Commitment to the partnership needs a solid foundation in order to have a successful UAE healthcare reform.

Dr. Sharon Mendoza-Dreisbach is an Assistant Professor at Skyline University College, a university in Sharjah that offers the best MBA programs in UAE and one of the top universities in UAE.

Volunteering for social organizations is an increasing trend among students all over the world. Smith et al (2010) conceptualized student volunteering as “outward-looking, focusing on students volunteering within their local communities.” What motivates students to volunteer is the opportunity to gain work experience and skills necessary to their interests and personal development.

Astin and Sax (1998) went beyond personal development and found that volunteering enhanced students’ academic development and their sense of social responsibility. Moreover, it increases their employability after graduation.

AIESEC (Association internationale des étudiants en sciences économiques et commerciales) introduced the idea of being a ‘Global Volunteer’ wherein students are able to go to 120 countries all around the world to be exposed to its respective local cultures and promote sustainable development. That way, exchange students are creating an impact on the lives of the local people in the communities where they went to.

This volunteering trend is being increasingly seen in the United Arab Emirates (UAE) as the authorities are encouraging students by giving them opportunities to participate in various activities.

In an effort to increase volunteering activities in Dubai, His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of the said Emirate, issued Law No. 5 of 2018 in April to promote social engagement in the communities.

The new law requires public, private, and non-profit entities to register to Dubai’s Community Development Authority (CDA) before conducting volunteering activities and fundraising events. The program is also operating under the slogan ‘Volunteering makes UAE proud,’ as it encourages to spread the culture of volunteerism in all of the Emirates.

The CDA is tasked to implement this legislation as part of the agency’s strategy this year in achieving sustainable development by creating a cohesive, happy, and well-knit society.

Volunteerism in the UAE

A national volunteering platform, UAE Volunteers, was first launched by His Highness Sheikh Mohammad Bin Rashid Al Maktoum and His Highness Sheikh Mohammad Bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, in 2017 to promote volunteering as a vital pillar of social cohesion.

Through the said program, the volunteer sector aims to maximize its impact on the country’s population. Individuals will be able to apply their specialized skills and interests via the guidance of the platform and the management of its accreditations.

It also sees the need of 30,000 volunteers for the upcoming Expo 2020 Dubai as 25 million visitors are expected to come to the Emirate for the said event.

The platform includes 14 volunteering categories: education, care for the elderly, health, culture and arts, sports, leisure, environment, community service, hope-making, professional development, international volunteerism, and emergency response.

As a proof of completion for the volunteers, UAE Volunteers will provide a certificate of participation that includes the number of accredited volunteering hours.

At the national level, the program is implemented through the partnership of the Ministry of Community Development and the Emirates Foundation.

Implications on the Dubai communities

The CDA’s plan goes beyond Expo 2020. Its Dubai 2021 Plan is setting the Emirate to become “one of the world’s most advanced countries (sic) in the community development sector.”

The agency is spearheading the said program through a four-level strategic plan: involving the public, private, and non-profit stakeholders in community development, improving their financial performance, increasing the effectiveness of operations by being compliant to social standards, and supporting innovation and creativity through smart technologies.

Aside from increased engagement to the communities, the new law includes safeguards ensuring the safety of the volunteers by requiring organizers to provide insurance against injuries and equipment that will prevent people from harm.

Volunteering opportunities are not only limited to professionals. Students may also take part in the said activities provided that their volunteer registration is approved by their parents.

As a melting pot of cultures and varying skills necessary for the further development, this initiative may lead Dubai to a more sustainable and empowered community.

Dr. Sharon Mendoza-Dreisbach is an Assistant Professor at Skyline University College, a university in Sharjah that offers the best MBA programs in UAE and one of the top universities in UAE.

References:

Astin, A. W., & Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39, 251-263.

Community Development Authority Dubai. (2018). Dubai Volunteering Program. Retrieved from https://www.cda.gov.ae/en/volunteering/Pages/default.aspx

Global Volunteer. (2017). AIESEC. Retrieved from https://aiesec.org/global-volunteer

Smith, K., Holmes, K., Haski-Leventhal, D., Cnaan, R. A., Handy, F., & Brudney, J. L. (2010). Motivations and Benefits of Student Volunteering: Comparing Regular, Occasional, and Non-Volunteers in Five Countries. Canadian Journal of Nonprofit and Social Economy Research, 1(1) 65-81.

It is easy to become overwhelmed with the sheer amount of syllabus that we, as faculty, need to work through during the semester. Inevitably, there are sections that even we struggle to find interesting. It can become hard to motivate students when we are teaching such sections. I’ve found that learning stations work well for me in such cases. The preparation that I have to put in to design the stations and process always means that I end up finding an interesting angle from which to approach the lesson. The fact that students have to move around the classroom and complete activities with differing levels of difficulty always means that they are not distracted from the core material and engage with it in a more meaningful way.

Some of you may be familiar with the concept of a learning station and others not. Therefore, for those of you who have not used this particular tool before, I will provide a brief outline as to what it is. So what is a learning station? Rollins (23 March 2017, online) writes: ‘at their best, stations encourage student autonomy, critical thinking, collaboration, and student engagement’. Learning stations can only achieve this when they have been well designed by us, the lecturer. Picture your classroom with between four – six learning stations in the form of desks spaced about your classroom with different activities based on the material you are teaching that day. Each desk has a set of instructions and an activity. Students move around the classroom in groups and are given time at each station in order to complete the activity. The teacher keeps a strict monitor on the time and can either go from group to group offering encouragement or be stationary at one group and have a “teacher-led station”. Stations are not a way of removing any responsibility for the learning from the teacher but are a way of placing some of the responsibility of learning on the students. They are a dynamic and interactive way of bringing some fun to your classroom, without sacrificing content time.

Rollins (23 March 2017, online) provides the following tips to think about when planning learning stations so that the experience can be maximized by both you and your students.
Six tips for planning Learning Stations

1. Assign team leaders to help students navigate the stations.
2. When appropriate, place answer keys at the stations so that students can self-assess.
3. Consider incorporating an engaging anchor activity. Students carry these with them from station to station and work on these during any free time.
4. Plan furniture arrangement and travel routes to expedite stations.
5. Have materials already on tables ready to go.
6. Utilize a timer, and announce when they have about a minute left, to “Pack up the station, and get ready to move!”

There is no doubt that to start, using learning stations will be a labor intensive process for you the lecturer. Once you have your basic first lesson planned though, it is easier to plan further sessions based on this principle. I use learning stations to teach referencing systems and the dangers of plagiarism. My students appreciate the fact that they are not simply sitting and being talked at about a subject that at its very best can be described as challenging and I appreciate the fact that my students are actually engaging with the concepts and techniques and not merely playing around on their cellphones.

Reference:
Rollins, S.P. (23 March 2017). Three questions to guide teaching through learning stations. Available at: https://www.teachthought.com/pedagogy/3-questions-to-guide-teaching-through-learning-stations/