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MBARI_Workshop_Pkg1 by nuhman10

VIEWS: 6 PAGES: 8

									                    National Education Coordination Planning Workshop

                                   July 7-8, 2005
                             MBARI, Moss Landing, CA
       ____________________________________________________________________

Table of Contents                                                                       Page

“Accessing Data from Ocean Observatories”        .       .      .        .      .       .   1
Workshop Objective .       .      .       .      .       .      .        .      .       .   1
Why Create a National Product? .          .      .       .      .        .      .       .   1
Plan for Next Two Days     .      .       .      .       .      .        .      .       .   2
Group Check-in      .      .      .       .      .       .      .        .      .       .   2
Examples of Real-time Data Resources .           .       .      .        .      .       .   4
Small Group Response - Key Characteristics       .       .      .        .      .       .   4
Group Posters/Gallery walk        .       .      .       .      .        .      .       .   7
Local Educational Product .       .       .      .       .      .        .      .       .   7
National Educational Product      .       .      .       .      .        .      .       .   8
How can we create a hybrid that gives us the best of all worlds?         .      .       .   8



Thursday, July 7

“Accessing Data from Ocean Observatories – Why Everything Will Keep Changing”
John Graybeal – MBARI

       Handout of presentation provided to participants
       How do the availability and access to ocean observatory data relate to curriculum
        development?
            o Expect dynamic interfaces
            o Assume (define?) required interfaces
            o Design curricula around basic data sets
            o Look for structural commitments to data
       How much would a slam-dunk data visualization tool drive the use of a standard within
        the community?
       It could happen, but isn’t easy
       Archived data sets from observing systems should be, and remain, available


Workshop Objective
   Determine the need for a national ocean observing systems educational product that takes
     advantage of the observing systems network datastream that meets national standards.

Why Create a National Product?
   Determine the need for National Ocean Observing System instructional materials
      Avoid “reinventing the wheel”
      Increase product quality and marketability through collaboration

Plan for Next Two Days
    Gain consensus on the need/desire for a coordinated effort to develop a national ocean
       observing systems educational product.
    Develop a plan on how such a coordinated effort should happen, next steps.
    Begin brainstorming content focus and template format for such a product.


Group Check-in
Key characteristics of what a national observing instructional materials should include
          Fun, sassy, sexy
          Interactive
          National branding
          Practical
          Forward paradigm shifts in science
          Reflect advances in cognitive research
          Applicable beyond coastal areas
          Should integrate with larger earth systems perspectives
          Knowledge-centered, Learner-centered, Community-centered
          Searchable/useable or segmented by region
          Platform has to be universally accessible
          User-friendly
          Integrated products
          Earth systems approach
          Captures real-time natural phenomena
          Needs to be placed in context that supports direct field/hand-on experiences when
             possible (not a substitute)
          Value-added materials – connections to everyday life and experiences – relevant
          Keep it enjoyable and simple – start with simple concepts/levels and provide
             opportunities to explore advanced levels
          Engaging
          Comparative data at different scales
          Sensitive to available budgets – smaller observatories be able to contribute to
             larger efforts for minimal $$$
          Accessibility for user groups – technical accessibility
          Expertise – not too intimidating
          Adaptability
          Highlight special programs (NERRS, Sanctuaries, etc.)and areas
          Searchable, sortable, standard data
          Interactivity
          Teachers should be able to have some control
          Related to national standards
   National format that I s adaptable on a regional basis
   Use both real-time and archived data
   Teach about the process of science
   Built on “Science Content Translation Facility” - big $$$
   Should be free and accessible to all audiences
   Flexible format that can accommodate new types of data and contributors
   Scientists should be involved in process and products
   Designed by, and for, educators
   Sample lessons that serve as tutorial for using developed materials
   Feature career connections
   Companion professional development model that can be delivered through
    multiple avenues
   Use imagery to give a sense of place
   Look to “Weather Channel” as a model for engagement
   Consider gaming technologies as an engagement tool
   Interactions of scientists
   Can teach students not just “what is science”, but “how to do science”
   Integrated but easy to modify - connect to local and current events
   Immediate access to all data
   Individual to represent OO education community – liason to infrastructure design
    community
   Has to meet user needs – various levels to address different needs – different
    portals
   Multi-lingual
   Provide extension opportunities for lessons
   Teachable moments
   Choose a specific audience
   Universal metadata descriptions
   Need management infrastructure to maintain products and services – personnel,
    etc.
   Manageable, scalable
   Key theme - oceans are driving force to all systems on earth
   Needs an effective search engine
   Scalable for student needs
   Anchor it in basic scientific principles
   Factor in developmental abilities of audience
   Include socioeconomic factors
   Use storylines that are accessible
   Stimulate continued learning
   Engage with the economic importance of the oceans
   Promote lifelong applications – beyond school and the classroom
   Educational community is a large lobbying organization that can support
    scientists needs for funding to promote observatory work
   Need a 3-D visualization models that engages students
              Opportunity to have raw data sets where students actually do the science
              Connect to a broad range of national/global events (e.g, trading energy units as
               related to global warming)
              Unlikely to have science PI’s contribute to education efforts – need science
               translators who can take results of observatories research and work with
               visualization experts
              Need to consider where technology is going
              Use educational literature to guide product development – include an education
               research component
              Let learner have control
              Link people’s emotional and practical connections to the ocean
              Factor in costs to teachers in terms of “time”
              Include home schooling community as part of audience


Examples of Real-time Data Resources
     Liesl Hotaling (see presentation)


Small Group Response to Key Characteristics of a National Education Product
Notes on presentations

John Batcabe, Stephen Coleman, Tom Gaskill, Mark Stoermer
Presentation:
    Add highlights or dynamic component (global events)
    Ability to access local issues or features (“In my neighbourhood”)
    Ability to include 3-D/n-D graphics
    Begin with real world events and links (recreational, food, weather, fishing, etc.)

User:
    Keep support for “non-e” users
    Consider interfaces other than Web
    Up-front can select user type (e.g., teacher, student)

Content:
    Library/database of exercises, aligned to standards
    National ocean concepts (ocean literacy, key ocean concepts)
    Include/incorporate basic concepts
    Personalize and make relevant no matter where the user is

Sarah Davies, et al
    “In the News” section
          o Always updating and connecting to real events
    Maps and photos
          o Spinning globe
           o Click on region, pick a section of ocean or estuary
           o Zoom in to single monitoring station with pictures and data links
           o Put stars on “hot-spots”
      Different levels of data, so students can dig further or start simple
      Keywords on Web site both on and off site (searchable site)
      Supporting projects that are hands-on
      Build literate public not just ocean scientists



Sharon Franks, Kenton Parker, et al
Design:
    Non-linear, many choices so user can choose how to use
    Site orientation: can see the map of choices
    Establishing human connection (video? interview? multilingual and multicultural. Person
       or animated character?)
    Game oriented activity, but more than just a game (critical thinking)
           o Scientists solve puzzles (games) all the time
    Multiple entry points
    Introduction/attention grabber (why?)
           o Movie trailer

Content:
    Background information easily available for teachers or whoever
         o Provide basic info and interpretation (examples and explanations)
    Key concepts and messages for different audiences (ex. 3-dimensionality of ocean)
    Sections for teachers, students, public (packages for specific age groups)
    Links to virtual field trip opportunities, hands-on activities, direct field activities
    Interact with scientists in virtual space
    Start basic (modules) and build over time


Pauline Luther, et al
    Accountability
           o Do we have people log in or not?
           o Customize home page instead
    Package deal that includes a variety of media types to reach non-e users
           o Include step-by-step and hands-on activities
    Context
           o Central themes (ex. Why are oceans important? Where does oxygen come from?)
           o Can reach inland users
    Topic of the month
           o Flashy, simulations, catchy
           o Use animation to introduce topics
           o Tie to events of interest
      Information on careers
      Make sure all media materials complement each other


Eric Simms, Susanna Musick, Julie Ribar, Jennifer Magnusson
     Use an appropriate model
         o ex. Earth Exploration Toolbook
         o Allows for regional contribution within consistent format/template
     Organization of topics
         o Scaffolded
         o Like AAAS Benchmarks, Atlas, NSES Standards
         o See also “Visual Thesaurus” www.visualthesaurus.com
         o Helps to learn tools, adapt content
         o Framework of big ideas to organize
         o Kind of like a library or collection
     Graphic query
         o Pull-down/rollover menus
         o Considerations for searchability
     Agreement regarding general content
         o Centrally-managed format
         o Regional focus for subtopics
         o “Tutorials;” activities submitted that apply to any region (ex. currents)
     Searchability
         o Region
         o Subject/topic
         o Level of knowledge/depth
         o Interdisciplinary
         o Data sources
         o Current events/big news
     Linked to a variety of resources
         o Run into credibility, ownership, stability
     Data visualization discrepancies among organizations may be key obstacle to consistency
         o Provide a toolkit for dealing with data management
         o Want to minimize teacher prep
         o Need both raw data/metadata and processed graphs to allow for flexibility in
             delivery
     Low-tech options are necessary
         o Even things like Flash may be blocked from school computers

Amy Cline, Esat Atikkan, Linda Hagelin, Carrie McDougall
Question:
    How much will this site teach concepts or provide data access or provide curriculum or
       classroom resources

We Liked:
    Core topics listed on home page
          o Move to different location
          o Talked about specific wording
      Regional data sources

We Would Change:
    More dynamic, interactive, catchy, visually engaging
         o Include buoy data
         o More graphical interface
    Web design point: vertical bar should also be horizontal across the top
    US Map should accent coasts, or use a whole different vantage point (i.e., globe)
    Student or teacher centered?
    Data must be easily accessible, with more data products and what they mean
         o ex. synthesized data in a colorful graph
         o lesson plans and how the data are used
    Semantics:
         o “Core Topics” name needs to be changed or clarified
         o “Curriculum” may be confusing
    If curriculum content goal is chosen, then 7 core principles should be included


Group Posters/Gallery walk (see attachment)


Local Educational Product
                Strengths                                         Weaknesses
    Relevance                                         Provincial attitudes
    Easier to define audience                         Smaller funding base
    Closer standards relationships                    Duplicative
    Tractable (define area)                           Scale
    More manageable                                   Lack of data
    Better studies                                    Loss of opportunities outside of area
    Relevant field trips possible                     Limited collaboration
    Easier to partner                                 Miss the world view
    Community building – minority issues              Harder to draw comparisons between
    Easier to measure differences                      resources and management strategies
    Easier to determine needs and interest
    Local role models
    Local school districts
    Teacher – continuing education
    Pride in community
National Educational Product
                  Strengths                                        Weaknesses
    Broader audience                                  Inertia – hard to get something big
    More congressional support (increased              started, time to build relationships, hard
      funding opportunities)                            to make changes
    Increase influence/power                          Risk alienating certain communities
    Promote consistency in presentation               Science funding stemming from
    Linking of a global perspective                    congressional earmarks – mismatch
    Less redundancy                                    with educational funding
    Increased impact and promote                      National educational product may not
      inclusiveness through collaboration               be included in all state standards
    Link to national role models                      Some might have to give up much of
    Increase focus and interest in marine              what they have already worked for
      science                                          “Not invented here” scenario
    Strong base is more easily adapted to             Marine Science already in the margins
      local issues/examples                             of education – will this increase the
    Facilitate parameter comparison                    problem?
    More reflective of modern world                   It takes a whole lot of effort to
    National branding/marketing                        coordinate
    Nurtures collaborations between                   Central coordination – bureaucracy,
      organizational and help with funding              disconnected from stakeholders
    Reaching diverse audiences                        Sustainability
    Create strong linkages to national                Time
      organizations (i.e. NSTA)                        Money
    Mirrors the way science is done
      (happens in more than one place at one
      time)
    Student mobility issues/continuity
    Stronger case for impacting national
      science and state science education in
      an organized and coordinated way
    Earth systems approach – larger
      systemic impact



How can we create a hybrid that gives us the best of all worlds?
   Feasible to have national approaches, but use local examples
   Strong base on national level sets up local learning/examples/data sets
   National product could offer several delivery mechanisms
   Educational product should reflect the science happening at the global, national, and local
      scale (ORION framework)
   Use effective change agents – capitalize on local agents
   Nationally planned, regionally developed hybridized educational product

								
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