Responsive, Flexible and Scalable Broader Impacts A. A.

Responsive, Flexible and Scalable Broader Impacts A. A.

Responsive, Flexible and Scalable Broader Impacts A. A. deCharon, deCharon, C. C. Companion Companion & & M. M. Steinman Steinman University University of of Maine Maine Centers Centers for

for Ocean Ocean Sciences Sciences Education Education Excellence Excellence Ocean Ocean Systems Systems (COSEE-OS) (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 "The concept concept map map was was prepared prepared in in an an excellent excellent way. way. II believe believe itit was

was crucial crucial in in effectively effectively communicating communicating the the topic topic of of this this webinar, as controversial as it is." webinar, as controversial as it is."

"Seeing "Seeing how how concepts concepts maps maps could could be be used used to to give give aa presentation, presentation, something I still struggle with,

but now that I have seen something I still struggle with, but now that I have seen aa great great example example (Fei (Fei Chai) Chai) II am am willing willing to to give give itit aa try."

try." "Coming "Coming back back to to the the concept concept map map once once in in awhile awhile kept kept the the audience aware of

the big picture. Very clear message audience aware of the big picture. Very clear message presented presented objectively objectively on on aa topic topic that that is is certainly certainly not not perceived

perceived that that way." 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 Ive 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 THANK YOU FOR YOUR ATTENTION!

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