Cyberlearning Research Summit – Futuring in the World of Education

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To continue to lead in an increasingly crowded space of contributors from other agencies, corporations, and interest groups the community NSF funding fosters felt the need to share the “transformative potential” called for in cyberlearning.

Instructive is the Blog from SRI
SRI Blog
The photos in the original blog are at the site.
http://www.circleducators.org/about.html

National Cyberlearning Summit Features Major Advances in Learning with Technology
By Jeremy Roschelle at 12:57 PM PDT, Wed Jun 18, 2014

On June 9 and 10, 2014, more than 100 investigators, innovators, researchers, and educators convened for a summit at the University of Wisconsin, Madison to identify and communicate major advances in learning with technology. Participants presented findings from diverse projects, yet a common message emerged from the summit: the importance of highlighting new images of what learning looks like.

SRI Blog
The photos in the original blog are at the site.
http://www.circleducators.org/about.html

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National Cyberlearning Summit Features Major Advances in Learning with Technology
By Jeremy Roschelle at 12:57 PM PDT, Wed Jun 18, 2014

On June 9 and 10, 2014, more than 100 investigators, innovators, researchers, and educators convened for a summit at the University of Wisconsin, Madison to identify and communicate major advances in learning with technology. Participants presented findings from diverse projects, yet a common message emerged from the summit: the importance of highlighting new images of what learning looks like.

The images of learning shared at the summit centered on students’ engagement in meaningful inquiry and knowledge creation, while using new tools that enable students to more intuitively and deeply express what they know and can do. The images also emphasized collaboration and conversation with both peers and mentors, and that student inquiry and learning is accelerated and sustained when students participate in supportive learning communities. While technology in learning is growing rapidly through the efforts of many communities, the cyberlearning research community demonstrated unique accomplishments in achieving this new image of learning in several ways:

Through design-based research
By incorporating modern learning theory
By collecting rigorous data to inform improvement
By building partnerships for impact

Further, the cyberlearning community showed unusual strength in approaches to learning that spanned and connected classroom-based, home-based, and community-based learning environments.

Opening presentations featured compelling images of how technology can support students’ engagement in inquiry and knowledge creation. For example, Dr. Ingmar Riedel-Kruse (Stanford University) showed how an undergraduate biology course could engage students in meaningful inquiry despite students’ lack of prior experience in setting up biology experiments.

Dr. Riedel-Kruse demonstrated a robotic apparatus for conducting controlled experiments with real organisms from an internet browser.

This apparatus allowed undergraduates to design their own experiments to explore patterns of growth and to collect data and images from the experiments on their laptops over the internet, from any place and at any time of day. This enabled students’ inquiry process to grow from curiosity about visual patterns to running an extended series of experiments and collecting quantitative data, while supporting newcomers to biology who didn’t have the requisite skills to set up biological experiments and measurement apparatus.

Dr. Jim Slotta (University of Toronto) showed how conventional classrooms could become places where students do field work. Strategically placed monitors in a reconfigured classroom revealed an imaginary, simulated infestation of bugs crawling behind the walls and under the floorboards of the classroom, and students were thrust into the challenging of understanding the insects’ behavior by making observations, developing conjectures, and testing hypotheses.

In another example, the classroom became a rainforest in which a simulated natural disaster had taken place, and students had to make observations and collect data to uncover the cause.
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Dr. Slotta’s central advance was a technique for writing computer-controlled scripts that could immerse students in these experiences, and yet keep them moving towards key learning outcomes—thus relieving the teacher of the need to orchestrate the sequence of learning experiences in these complex, immersive simulations. This allowed the teacher to focus with the students on the content and process of learning science.

Another characteristic of the images of learning at the summit was how they involved new forms of student expression. In a simple, yet mind-blowing demonstration of augmented reality, Dr. Jodi Davenport (WestEd) showed how technology could enable playful, hands-on work to connect with conceptual scientific investigations. Dr. Davenport handed out Lego-like models of molecules that students could hold in their hands and manipulate into new shapes. A tablet computer with special image recognition software was able to recognize what the student was doing and instantly visualize hidden scientific phenomena and variables—heat, energy, chemical bonds, etc.—thus connecting students’ physical moves to scientific models.

In another example overlaying scientific ideas on a familiar substrate, Dr. Tapan Parikh (University of California, Berkeley) showed tools that allowed youth to represent data about their communities by overlaying photographs and symbolic representations on maps on their mobile devices (e.g. from Google Maps). Likewise, Dr. Deborah Fields (Utah State University) demonstrated crafts that incorporate technology. She shared student projects such as making bicycling clothing that could show turn signals and increase safety. Dr. Fields’ message was that expression of STEM knowledge and skill could be grounded in hands-on projects with fabric, wood, and other materials—and not just what students do on paper or on computers. These are but a few of the exciting demonstrations given at the summit.

Although some people foresee technology as taking over human teaching roles, such as tutoring students or making instructional decisions, several of the strongest technological advances at the summit emphasized how technology could augment and complement the roles of people. In one example, Dr. Carolyn Rosé (Carnegie Mellon University) examined how students collaborate in online learning environments via discussion boards. She showed an innovative technology that could analyze the discussion and intervene as an additional discussion partner. Scholars have found that deep learning is fostered by when teachers and students engage in “accountable talk”. Dr. Rosé’s computational agents could join a conversation to bolster the human participants’ engagement in the routines of accountable talk, such as prompting students to ask each other to explain (and not just assert) ideas.

Although some people foresee technology as taking over human teaching roles, such as tutoring students or making instructional decisions, several of the strongest technological advances at the summit emphasized how technology could augment and complement the roles of people. In one example, Dr. Carolyn Rosé (Carnegie Mellon University) examined how students collaborate in online learning environments via discussion boards. She showed an innovative technology that could analyze the discussion and intervene as an additional discussion partner. Scholars have found that deep learning is fostered by when teachers and students engage in “accountable talk”. Dr. Rosé’s computational agents could join a conversation to bolster the human participants’ engagement in the routines of accountable talk, such as prompting students to ask each other to explain (and not just assert) ideas.

In another example, Dr. Janice Gobert (Worcester Polytechnic Institute) showed how a simulated science lab could give students useful feedback not only on multiple choice questions about simple facts, but also about the process of carrying out a scientific inquiry—and this feedback could help students and teachers focus not only on right answers but more importantly on how scientists conduct valid investigation.

Dr. Janice Gobert (Worcester Polytechnic Institute) showed how a simulated science lab could give students useful feedback not only on multiple choice questions about simple facts, but also about the process of carrying out a scientific inquiry—and this feedback could help students and teachers focus not only on right answers but more importantly on how scientists conduct valid investigations.

In a third example, Dr. Sidney D’Mello demonstrated facial recognition technology that could detect when students were confused, frustrated, or bored—and the startling fact that the image recognition technology was more accurate in determining these emotions than typical teachers. Whereas the term “cyberlearning” might sound cold and robotic, Dr. D’Mello highlighted how cyberlearning is actually moving to richly engage with student emotions, and the relationships among emotion and reasoning—for example, that temporary state of confusion can be productive for students’ learning, but not if the confusion shifts into frustration and disengagement. Dr. D’Mello offered that the ability to recognize whether students were productively confused or unhappily frustrated by might help teachers and students better regulate learning experiences.

Participants at the summit also brought many examples of playful learning environments, such as games. However, when people think of video games they often imagine children engaged in solitary, isolated activity. In contrast, a particularly strong consonance among presentations at the summit was on the importance of collaboration and community for learning outcomes in playful environments.

For example, Dr. Nichole Pinkard (DePaul University) shared work from the Cities of Learning program, a summer program in Chicago (and soon, many other cities) that engages youth in a web of related neighborhood activities to increase their participation in STEM activities and build their personal identities as STEM learners. Dr. Pinkard explained how the thoughtful design of multiple opportunities for learning in neighborhoods and communities along with recruitment of different types of mentors and adult leaders led to positive experience for youth as they played games and engaged in playful activities. Here, STEM learning was situated not as a solitary game, but as a social gaming challenge in youths’ neighborhoods.

Dr. Leilah Lyons (University of Illinois, Chicago and New York Hall of Science) highlighted how well-designed tools can foster a particularly productive form of collaborative learning in which students have tools aggregate what they are learning, potentially on different aspects of a shared phenomena or problem.

Dr. Yasmin Kafai (University of Pennsylvania) emphatically demonstrated how programming (an activity which is strongly connected with images of solitary activity) engages learners more strongly when understood and contextualized as a community activity which involves more than writing code—how online youth communities where students tell stories, build games, and make animations can foster learning to code.

As the summit wrapped up, participants reflected on the challenge of achieving large-scale impacts from cyberlearning investigations. Some thought it could take 10 to 20 years until these new images of learning were widely deployed in society and a similar length of time for the necessary technologies to mature and become widespread. Others saw opportunities to deploy cyberlearning advances more immediately, potentially in the context of existing products or classroom practices. Some suggested open source as a means to make technical advances available more broadly, while others emphasized the participation of cyberlearning leaders in start-up companies or as consultants to established companies.

Importantly, representatives from both large and small commercial and nonprofit publishers attended the meeting. Michael Jay of Educational Systemics offered a key insight. Mr. Jay said the overriding challenge was overcoming cultural differences between research communities and practitioner communities, and between research communities and entrepreneurial communities—differences that make communicating about advances and working together difficult. There was broad agreement that it was important to keep exploring and understanding these differences, and to find practical, immediate steps that would enable the cyberlearning community to engage with like-minded, yet complementary partners to achieve greater impacts.

More information about the cyberlearning summit and other activities and accomplishments can be found at the http://circlcenter.org web site. Video recordings of many of the key talks are available at this site and on YouTube.
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The Cyberlearning Summit was hosted by the Center for Innovative Research in Cyberlearning (CIRCL), based at SRI International in collaboration with Educational Development Center (EDC) and NORC. Funding was provided by the National Science Foundation. Dr. Sherry Hsi (Lawrence Hall of Science) served as program chair, assisted by a diverse program committee, as well as a logistics team headed by Sarita Pillai at EDC.

This material is based upon work supported by the National Science Foundation under Grant Numbers IIS-1233722 and IIS-1441631. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

The US Russia Opening Doors Project

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The US-Russia Opening Doors project is a project of the Eurasia Foundation. http://eurasia.org/


Opening Doors to Collaboration
(US-Russia)(English version)
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Bonnie and Vic Sutton have worked, learned and shared best practices in this program, with travel, study and outreach in Russia.We worked with Dr. Yvonne Andres. She says

“As educators, our ultimate goals are two: to open the door to a world of infinite possibility for our youth, and to help them learn how to learn — opening doors, lighting the way and connecting youth.”

Attached is a link to her educational outreach video. This video will be available in both English and Russian. And, there will also be downloadable teaching materials available in August.

We quite are thrilled to have been granted special permission from Pete Townshend (The Who) to use his song, “Let My Love Open the Door.”

Open your Doors to Collaboration
Watch the video – and join the project!

Dr. Yvonne Marie Andres

iPoPP.org – Globally Connecting Every Educator by 2020
Facebook.com/MyiPoPP
Twitter.com/MyiPoPP

SERC.. a wonderful Smithsonian Adventure STEM Science on the River

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One of my favorite field trips, is not too far away from DC. It is environmental , historical, beautiful, and all STEM and STEAM. It links the students and parents to the Chesapeake Bay in wonderful and unforgettable ways. Parents want to go, and take workshops to qualify to go on the trip. What is great is that those parents also create the possibility for re-visits. It is just that great a place.

What

We begin the year planning to write grants to cover the cost for all students.
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I like to do a covered dish orientation for parents and their families about the Chesapeake Bay. I ask them to bring in dishes from around the Chesapeake Bay and one copy of their recipe. We eat, we have fun singing and making up Chesapeake Bay Cinquains.
We create a year-long committee to plan the SERC trip/
We display books, posters and resources about the Chesapeake Bay and share the information about SERC. We share their Powerpoint.

I have an invited speaker from Fish and Wildlife, NSF , National Geographic , ESRI or Earthwatch.

The Smithsonian Environmental Research Center
(SERC) leads the Nation in research on linkages
of land and water ecosystems in the coastal zone and provides society with knowledge to meet critical environmental challenges
in the 21st century.

Where

Smithsonian Environmental Research Center

Why should you go?

This is a place that serves lots of learning communities.

There are programs for various age groups , internships, and serious scientific work going on.
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GPS, GIS comes to urban students in a neighborhood setting

ESRI , and National Geographic provide resources for all.

This is one of the most interesting, fascinating place to take children to learn about the environment. There is a fully equipped lab with lessons and things for them to learn, and there are several hiking trails. The children love the learning activities especially the seining, which is one of several exercises that they learn about before they come.4894_115870586326_2833140_n

They go out on a pier with a leader and do several exercises, a turbidity study, a study of microscope things in the Rhode River, the study of winds and tides.. the seining activity.. and they carefully take notes on their findings.
I combine this work with the “Living in Water”curriculum from the National Aquarium in Baltimore.

http://www.amazon.com/Living-Water-Aquatic-Science-Curriculum/dp/0787243663
The geography of and interconnection of the places around the bay are highlighted in this interactive presentation.
http://www.nationalgeographic.com/chesapeake/interactive/index.html?s1=0|timePeriod=1|tourStop=0
We use a map and mark the various locations. We do some of the locations from time to time. We also have a table full of books on the Chesapeake Bay.
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The center is a beautiful wild place away from the main road on the river.

Teachers and parents have to do a workshop which is shared here. http://estuarychesapeake.wordpress.com This is from the website( About Estuary) Chesapeake Estuary Chesapeake is SERC’s most popular education program and involves a series of five stations at SERC’s dock and the Java History Trail. The class is divided into 5 groups that each rotate through all stations.

The five stations of Estuary Chesapeake are: About Crabs, Water Testing, Oyster Bar Community, Investigating Plankton, and Going Fishing (seining). For parents and teachers there on the site a training presentation powerpoint.

Check out the Parent/Teacher Training Presentation — this powerpoint teaches you all you need to know about SERC, the Estuary Chesapeake program, and how to be a Station Leader.

Stations

About Crabs Using hand lines and a hand trap, students catch their own crabs and study them to learn about their anatomy and behavior. Crab habitat is also discussed. Resources are shared so that leaders can have good information to share with students from the Estuary Chesapeake Manual about the crab station, and for Blue Crab talking points.
Here are most of the Blue Crab Talking Points

Station 1: About Crabs

Learn ways to catch crabs and study
their anatomy and behavior
.
Background
The blue crab is a well known inhabitant of the Chesapeake Bay. Crabs can tolerate water that ranges from very salty to nearly fresh and are well-suited to live in the ever-changing salinity of the estuary. Because they are abundant and also a popular food, they are an important commercial and recreational resource.
Most often crabs act as predators and eat live clams, fish, and other crabs.However, they also act as scavengers by eating dead organisms, which helps to clean up the Bay. They will eat bait such as raw chicken and can be caught with baited lines, collapsible traps,and commercial traps.The abundance of crabs varies seasonally.
In April they begin to enter rivers and creeks, and,throughout the summer, they increase in numbers at these locations. In the fall they go to warmer, deeper Bay waters, where they burrow into the sand.
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Key Points to Emphasize
Parts of the crab include the shell, abdomen, mouth, eye stalk, claws, swim paddles, and walking legs.
Crabs are both predators and scavengers.Crabs swim, however they spend most of their time on the floor of the Bay.
A crab can be identified as female or male by the appearance of its abdomen. The shape
of a male’s abdomen resembles the shape of the Washington Monument. An immature
female’s abdomen is triangular shaped. Once matured,she carries her eggs in her abdomen and therefore a mature female has a wider abdomen. It has a shape similar to the shape of the Capitol Dome.

Water Quality
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Water Testing Using a variety of tests, students will measure the water quality parameters salinity, pH, turbidity, and temperature, and discuss the results. The dock where we will do our water testing is right on the Rhode River in Edgewater, MD.

Oyster Bar Community Students learn about the habitat that oyster shells provide for small crabs, fish, and invertebrates. They also will learn about oysters’ ability to filter water. (Fun fact: Oysters can filter about 50 gallons of water a day!) Investigating Plankton After completing a plankton tow from the dock, students use microscopes to observe plant and animal plankton found in the Chesapeake Bay.

Seining (Going Fishing) Donning chest waders, students wade into the water to catch fish and other organisms with a seine net.Think high waders, a big sweep of a net, and walking in the river to collect what you can.. you gotta do this. It is awesome.The students then identify the animals they find. Physiological aspects of fish anatomy are also discussed. We put the things we find back into the water.

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