Transcript - COSEE Ocean Systems

Responsive, Flexible and
Scalable Broader Impacts
A. deCharon, C. Companion & M. Steinman
University of Maine
Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)
Goal
• Scientist “professional development”
– Improving face-to-face and online communication
with non-scientists
Strategy
• Collaboration
– Peer-oriented processes (e.g., workshops)
• Application
– Webinar series
• Expansion
– Blogs & webinar archives
Traditional Approach
Scientists present content to educators in a slideshow-type
format and field questions afterwards
• Drawbacks
– Begin lecture with content that is not responsive to the
audiences’ needs (i.e., assumes what they already know)
– Lack of flexible access to specific material within the
presentation (e.g., slides are in linear order)
– “Q&A” sessions are not easily scalable
• Outcome
– Often there is little direct benefit to scientists
Collaboration
Developed and tested workshop models that bring scientists
and educators together in peer-oriented processes
• Methodology
– Scientist-educator teams co-develop online
concept maps
– Scientists provide content expertise
– Educators ensure that maps are responsive to
the needs of non-scientist audiences
Collaboration
One scientist's concept map series - Original on paper:
Collaboration
One scientist's concept map series – Digital using OS software:
Collaboration
One scientist's concept map series – Consensus with educators:
Collaboration
• Outcomes for Educators
– 91% agreed that the process of concept mapping helped
them think through science topics (n=53)
– 89% agreed that concept mapping helped build a bridge
of communication with scientists (n=53)
• Outcomes for Scientists
– Concept mapping can help deconstruct knowledge to
promote effective interaction with educators (deCharon et
al., 2009)
– Concept maps are tangible products that can be reused
for other purposes
Application
Once introduced to concept mapping, scientists may be invited
to give webinar presentations that include live “Q&A”
• Methodology
– Scientist-educator pairs present content
– Scientists broaden use of existing maps or
create new ones (e.g., tied to current events)
– Format and end-products (i.e., interactive
concept maps) are flexible to meet the needs
of a national audience
Application
Pilots* & Research-based Online Learning Event (ROLE) webinars:
*Karen Orcutt / Kjell Gundersen & Michelle Benoit / Ted Taylor –
Gulf of Mexico Impacts & Concept Map Use in Bangor High School
*Peter Girguis & Louise McMinn – Hydrothermal Vent Ecosystems
& Using Concept Maps for Interdisciplinary Educational Projects
Penny Vlahos & Sue Klemmer – Persistent Organic Pollutants &
Evaluating Students' Comprehension through Concept Maps
Larry Mayer & Beth Campbell – Sequestered Carbon and the
Carbon Cycle & Using Concept Maps to Plan Graduate Research
Application
Pilots* & Research-based Online Learning Event (ROLE) webinars:
Ben Twining & Annette deCharon – Melting Icebergs: Study
Methods, Dynamics and Impacts & Building Mapping Skills
Carolyn Jordan & Kate Leavitt – What's in a Model? Exploring
Climate Aerosols & Concept Maps for Informal Education
Linda Kalnejais & Sharon Gallant – Excess Nutrients in Estuarine
Systems & Probing Students' Misconceptions with Concept Maps
Fei Chai & Jenny Albright – Climate Change, Carbon Cycle and the
Role of Iron & Using Concept Maps to Teach Climate Change
Application
Clip from one ROLE Model webinar:
Application
• Outcomes for Participants
– 91% found scientist
presentations "Useful/Very
Useful" (n=67)
– 85% found educator
presentations "Useful/Very
Useful" (n=62)
– 92% are more comfortable
with science topics presented
(n=65)
Application
• Outcomes for Scientists
– Building of online presentation skills (i.e., COSEE-OS
concept map tools, WebEx)
– Broad access to their research: 193 participants* from 27
states and the District of Columbia
– Specific and timely feedback
"The concept map was prepared in an excellent way. I believe it
was crucial in effectively communicating the topic of this
webinar, as controversial as it is."
"Seeing how concepts maps could be used to give a presentation,
something I still struggle with, but now that I have seen a great
example (Fei Chai) I am willing to give it a try."
"Coming back to the concept map once in awhile kept the
audience aware of the big picture. Very clear message
presented objectively on a topic that is certainly not perceived that
way."
*41% from inland or rural locations
Expansion
After webinars, scientists and educators are given additional
questions to potentially be addressed in blogs
• Methodology
– Scientists and educators are given guidance on
effective blogging
– Topically focused by concept maps, blogs are a
forum for highly scalable content
– Webinar archives are another asynchronous
access point for content
Expansion
Penny Vlahos & Sue Klemmer webinar archive:
• Videos
– Full-length and short
topical clips
• Interactive Maps
– Concept maps can be
shared with any
registered user
– Maps contain all
images, videos, news
and resources from
original presentations
Expansion
Ben Twining's blog:
Expansion
Notable quotes from the blogs:
I hope that science teachers will find the carbon cycle both inherently
interesting and, more importantly, a great vehicle to teach students
fundamental tools of quantitative thinking. -- L. Mayer
I had one of those “see the light” moments... when I listened and watched Dr.
Larry Mayer discuss his carbon cycle concept map... I saw how I could bring
all these climate change pieces I’ve been thinking about into the classroom
through a coherent concept map. – T. Taylor
Expansion
• Anticipated Outcomes for Scientists
– Improved online presentation skills for future webinars
– Increased comfort with blogging as a medium for science
communication
– Use of concept maps and/or mapping techniques in
undergraduate or graduate teaching
Next Steps
• Sustaining collaboration requires specific
return on investment
– COSEE is working to provide a ladder of
opportunities for scientist engagement
– COSEE-OS is planning other webinar series on
North Atlantic Bloom research, Diversity, etc.
• Interested in participating?
– Contact <[email protected]>
THANK YOU FOR YOUR ATTENTION!