“Monster in the Classroom”: A Survey Study on Students' Aptitude in ...
Current Situation and CI Requirements Sage Lichtenwalner ... · Visualization User Tutorials *...
Transcript of Current Situation and CI Requirements Sage Lichtenwalner ... · Visualization User Tutorials *...
Current Situation and CI RequirementsSage Lichtenwalner, Rutgers University
OOI CyberInfrastructure
Education and Public Engagement Workshop
Portland, OR
June 16-17, 2008
Janice McDonnell
Scott Glenn
John Wilkin
Oscar Schofield
Robert Chant
Josh KohutHugh Roarty Janice McDonnell
Building our Ocean Observatory has been an effort for over a decBuilding our Ocean Observatory has been an effort for over a decadeadeand has been a team effort of engineers, physical and biologicaland has been a team effort of engineers, physical and biological
oceanographers, and education outreach expertsoceanographers, and education outreach experts
My Jersey FamilyMy Jersey Family
CODAR Network
Glider FleetL-Band &
X-Band
Satellite
Systems
Mission
Planning
Operations &
Communications
Station
A “Stommel”
View of
the Ocean(WWW &
Interactive 3-D)
Coastal Ocean Observation Lab Coastal Ocean Observation Lab -- Operations CenterOperations Center
Data
Processing
(Software)
Data
Acquisition
(Hardware)
Data
Translator
Education Outreach
Science
ProductsWebsite
Products
COOL Operations Center
Director Director
Education and Outreach CenterUser Groups
Faculty
Students
Educators
General Public
Government
Agencies
Coastal
Managers
Data FlowInteraction
Data
Mgmt.(Software
and
Hardware)
Interaction between users and both centers
RU COOL: Tightly Integrated and Working with a Common MissionRU COOL: Tightly Integrated and Working with a Common Mission
Elements of
Data Translation
Elements of
Data Translation
Art(Information Aesthetics)
Art(Information Aesthetics)
Programming(Technical Feasibility)
Programming(Technical Feasibility)
Science(Cool Content)
Science(Cool Content)
Storytelling(Persuasive Visualization)
Storytelling(Persuasive Visualization)
Usability(Interface Design)
Usability(Interface Design)
Full InquiryGuided InquiryDirected Inquiry
Curious Adults **Younger Students
Canned
Images
Typical Users
(fishermen, CDM,
transportation, etc.)
Older StudentsUser Tutorials *
Visualization
Tools
ResearchersGraduate Students
Raw Data
Scientific
Aptitude
Data
Complexity
* Professional users looking for training with established visualization tools, who then advance to the “Typical Users” level.
** Users who are more interested in learning scientific concepts then using data.
Data Visualization Cognitive Levels of Different Audiences
4) Real-time Data
Educator/Scientist
Community
2) COOL Classroom
Web Site
Formal
3) Liberty Science
Center Data Displays
& Curriculum
1) RU COOL Web
Sites
Informal
EducatorsPublic
Audience
Form
at
A Sampling of COOL Products
User Groups we Hope to Engage
• OOS and Marine Educators
• OOS Scientists
• K-12 Educators
• Informal Educators
Public Data Pages: Researcher Focused
Audience Needs: Interactive viz tools, Data analysis tools, Instrument information
Challenges: Algorithm development for operational products
Public Websites
http://thecoolroom.org
http://marine.rutgers.edu/cool
Public Data Pages: Recreational Users
Audience Needs: Highly specific data products, Intuitive interfaces, Ample context
Challenges: Interface design & usability, Assess audience needs, Tutorials
Backend TechnologiesPrimary Dataflow
• Instrument Hardware
• Flat Files (ascii & hdf)
• Shell/Perl Scripts
• Matlab Code
• Static Web Images
Web Interface
• Overwritten “real-time” image files
• “Simple” image archive browse tools in JS or PHP
Currently in Development
• Database provided data (mysql)
• Google Earth
• Mapserver
• Adobe Flex Charting
The New COOL Classroom
“Students want to learn math and science through real-world problem solving, visiting places where they can view science in action, and talking with professionals in the field.” Fourth Annual Speak Up Survey – eSchool News 3/22/07
Visualization for Formal Education
Audience Needs
- Concise imagery
- Clear explanations
- Lots of context
Challenges
- Understanding student knowledge level
- Clear depictions of data
- Connect the data to the science
We investigated the ways by
which K-12 teachers and
students can use real-time data
and associated education
products to understand and
appreciate the role that the
environment, in particular the
ocean, plays in their lives.
Full Report: http://marine.rutgers.edu/outreach/rtd
NERRS/IOOS Front End Evaluation
Cool Classroom Goals
Teacher resource area, including
offline lessons, curriculum guides,
and potentially screencasts and a
forum
Adequate teacher support
Cool Images & Research News
Link to COOLroom Data
Timely datasets related to current
research, amply explained
COOL Cards
Asynchronous Scientist Chats
A way to connect students with
scientists
Adventures which include Explorations
(data activities) and Discoveries
(content)
Real-time Data Lessons & Activities
(including background “textbook”
information which can not be found
elsewhere)
Incorporated as:Major request from teachers:
The COOL Classroom Environment• Inquiry-based and organized
around questions/problems
• Scaffolded lesson structure
serves to surface prior
knowledge and guide learning
• Use of real ocean data to
engage students
• Reflective journal questions
provide an assessable record
of student thinking
• Inline Teacher Supports
COOL Classroom Design Team
LessonsCarrie Fraser
Marine Science Student
Laura DunbarMiddle School Teacher
Ravit DuncanScience Education Professor
Lisa WardenHigh School Teacher
ScienceJim Ammerman
Marine Microbiology
Scott GlennOcean Observatories
Josh KohutCoastal Oceanography
GraphicsBrian YanFlash Illustration
Jon PucciFlash Animation
Bean Creative Inc.Site Design
InterfaceCorinne Dalelio
Interface Design
Sage LichtenwalnerWeb Programmer
Janice McDonnellProject Lead
The Team
Janice McDonnell
Ravit Duncan
Scott Glenn
Jim Ammerman
Sage Lichtenwalner
Laura Dunbar
Carrie Fraser
Corinne Dalelio
Josh Kohut
Brian Yan
Jon Pucci
Lisa Warden
Translating OOS Storiesfor Informal Audiences
Rutgers COOLroomRutgers COOLroom Liberty Science CenterLiberty Science Center
Informal Science Education Center
with ~1,000,000 visitors per year, serving
the NY/NJ school systems including
urban largely minority schools facing
challenges.
Cutting-edge OOS Research
& Real-time Data
The stories of science
are written with data.
Informal Learning Opportunities
The Delta Lab
A dedicated teaching space in LSC
focused on OOS.
Interactive Floor Exhibits
GAIA
Real-time display of ocean and
environmental data
Global Microscope
Provides virtual tours
of global
environmental
datasets
Telling RTD Stories with LSC’s “GAIA”
“Students appreciate the fact they’re getting straight-out data. They can come up with
their own conclusions. It becomes more personal and they take a greater interest.”
- Katie Gardner, LSC Educator
Real-time Data Listserv
Real-Time Data Tips
• Comparing Climates in the US
• Ocean & Atmosphere Interactions
• Annual Migrations & Temperature
• Christmas IslandCulture and RT Buoy Data
• White ChristmasClimatology and Probabilities
• Robots in AntarcticaOcean Exploration
• 100th Glider MissionReal-time AUV data
Connecting educators, scientists,
lesson developers and “data
translators” to foster the development
of new OOS RTD products.
To Subscribe, go to:
http://marine.rutgers.edu/outreach/rtd
Scientist SurveyCOSEE-NOW is working on developing a virtual "community center" where
scientists, educators, policy makers and the public can exchange information,
collaborate and share education/outreach techniques, such as lesson plans,
visualized data or media presentations, that relate to coastal and ocean research,
in particular using observing systems data.
How do we translate large-volumes of OOS data for multiple audiences?
It will take a community.
COSEE-NOW (Networked Ocean World)– Thematically focused on Ocean Observing Systems
– Will help build an OOS Learning Community
– Work with all scientists to improve education & outreach on the ocean
Take-home Messages
• The nascent field of Data Translation incorporates aspects of data
visualization, scientific communication and information aesthetics.
• Effective OOS data products must take into account the specific
technical and cognitive needs of the user to be served.
• Ocean observatories will require a strong data translation effort in order
to ensure data accessibility and to bolster support for the OOS/IOOS
initiatives. Scientist-educator collaboration is not enough.
• The development of Virtual Community Centers is crucial to enable
collaboration between scientists, data translators and educators on
both regional and national scales.
Project Outline(September 2005-August 2006)
We gathered data from 54 stakeholders and 92 teachers from across the U.S. through the following methods:
• Literature review
• Interviews and an online survey of stakeholders
• Focus groups with teachers (7 at 5 sites nationwide)
• Prioritizing activity with teachers/stakeholders during COSEE-Mid-Atlantic and MBARI EARTH teacher workshops.
The GAP Issues:
1. Target audiences
2. Vision and goals
3. Content: data types/
variables and sources
4. Product format & features
5. Barriers
Target Audience: Middle vs. High
Middle-school teachers were more likely to have students use:
• Computers at school as part of their lessons
• The Internet/websites at school as part of their lessons
• Real-time data (mostly student-collected data) as part of their lessons.
Middle School
High School56%
43%
Focus group attendance
Teacher Vision & GoalsWhy use RTD in teaching?
• Real-time data makes what
happens in the classroom
relevant to students’ lives.
• It connects students to their
future as citizens/decision
makers, voters, and possibly
scientists.
Top 5 parameters teachers
use/would use are….
Water & Air Water & Air
TemperatureTemperature
pHpH
SalinitySalinity
Dissolved OxygenDissolved Oxygen
CurrentsCurrents
Product Format & Features Top Features
• Data visualization tools (ability to graph, map, chart data)
• Inquiry-based lessons/activities
• Lesson plans for teaching science concepts with RTD
• Locally relevant data sets
• Map interfaces
• Stories or case studies that show how scientists use real-time data.
Recommendations & Conclusions
• View RTD products as part of a whole program that
includes, ideally, all of the following:
– data collection at other sites local to schools
– data use in the classroom (RTD ed products)
– training of classroom teachers: pre-service training,
in-services, ongoing support
Full Report: http://marine.rutgers.edu/outreach/rtd
Recommendations & Conclusions
• Any RTD product needs to be designed to support what teachers currently have to teach/test
• Integrated into what they do, not an add-on.
• If scientists and educators view RTD as the future for science, there needs to be:– reform to make changes in what teachers are required to
teach/test
– guidance on how they teach so what they do matches how science is conducted.
Full Report: http://marine.rutgers.edu/outreach/rtd
Data courtesy of Word Craft