Realizing the power of CyberLearning to transform education will require vision, strategy, and an engaged, talented community. Activities are needed to energize the community, refine and sharpen the path forward, and provide a more active and ongoing forum for clarifying the big ideas and challenging questions. In response to this need, SRI International, together with the Lawrence Hall of Science and with key support from the National Geographic Society, will organize a set of activities to advance a shared vision of the future of learning, encompassing the systems, people, and technology dimensions mutually necessary for any scalable and lasting advances in education. The innovative format for these activities is inspired by the TED talks, Wikipedia, and social networking. As in TED, a small set of leading researchers will be selected to give very short, very high quality, stimulating talks. These CyberLearning Talks will be featured at a 1-day summit meeting in Washington, DC, streamed so that local cyberlearning research communities may participate at a distance, and posted on a website. As in Wikipedia, CyberLearning Pages will be created, each page featuring a synopsis of a big idea in CyberLearning and the relevant research challenges. The 1-day conference will be followed by a small 1-day workshop focusing on how to evaluate cyberlearning efforts, identify progress, and identify important new directions. Finally, to disseminate and stimulate conversation about both the video talks and Wikipedia entries, a presence for the community will be created on social networking sites. The target outcomes of the effort will be (i) a cyberlearning research community with participants from across the many current constituent communities, and fostered awareness and appreciation of the broad range of expertise and interests across that wider community; (ii) foundations for sustained discussion of big ideas, insights, and challenges to help this new community define a more engaged, crisper vision of its own future, (iii) a community resource that can become a site for interconnecting stakeholders in the CyberLearning community and supporting investigators in improving field-generated proposals, and (iv) an emerging sense of direction for CyberLearning among a wider audience of leaders. Such community building and awareness is expected to foster collaborations that will lead to innovative and research-grounded ways of using technology to transform education -- formal and informal and across a lifetime.
This four year project led by The American Association for the Advancement of Sciences (AAAS) will continue fostering interactions among projects funded by the Graduate STEM Fellows in K-12 Education (GK-12)through a series of meetings that include one annual meeting and two special focus meetings every year. The annual meeting will be broad and will target all different GK-12 participants (PIs, Fellows, Teachers, Project Coordinators, Evaluators and Faculty Members). The special focus meetings will target a specific GK-12 group or will explore a theme or issue of special interest to the GK-12 program or GK-12 projects. AAAS also will update the current website and revise and expand its content to provide a resource to the GK-12 community. Some of the additions to the website will be: an e-newsletter, alumni directory, evaluation instruments, ready access to STEM activities and statistical data on projects.
DATE:
-
TEAM MEMBERS:
Betty CalingerDaryl Chubin
resourceevaluationProfessional Development, Conferences, and Networks
Leaders of the only two large-scale assessments of environmental literacy used in the U.S. to date (Programme for International Student Assessment [PISA] and the National Environmental Literacy Assessment [NELA]), led by an experienced PI representing the North American Association for Environmental Education, to develop a new, comprehensive, research-based framework for assessing environmental literacy. By bringing together, for the first time, experts in research, assessment, and evaluation from the fields of science education, environmental education, and related social science fields -
DATE:
TEAM MEMBERS:
Joe E HeimlichNorth American Association for Environmental Education
Cosmic Serpent - Bridging Native and Western Science Learning in Informal Settings is a four-year collaboration between the Indigenous Education Institute and the University of California-Berkeley targeting informal science education professionals. This project is designed to explore the commonalities between western science and native science in the context of informal science education. The intended impacts are to provide informal science education professionals with the skills and tools to gain an understanding of the commonalities between native and western worldviews; create regional networks that bridge native and museum communities; develop science education programs in which learners cross cultural borders between western science and indigenous peoples; and meet the needs of diverse audiences using culturally-responsive approaches to science learning. Participants are introduced to topics in physical, earth, space, and life science, using an interdisciplinary approach. Deliverables include professional development workshops, peer mentoring, museum programs for public audiences, a project website, and media products for use in programs and exhibits. Additionally, regional partnerships between museums and native communities, a legacy document, and a culminating conference jointly hosted by the National Museum of the American Indian and the Association of Science and Technology Centers will promote future sustainability. Strategic impact is realized through participants' increased understanding of native and western science paradigms, museum programs that reflect commonalities in the two approaches, partnerships between museums and native communities, and increased institutional capacity to engage native audiences in science. This project directly impacts 270 informal educators at 96 science centers and tribal/cultural museums nationally while the resulting programs will reach an estimated 200,000 museum visitors.