Responsive, Flexible and Scalable Broader Impacts Responsive, Flexible and Scalable Broader Impacts A. deCharon, C. Companion & M. Steinman A. deCharon, C. Companion & M. Steinman University of Maine Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS) A. deCharon, C. Companion & M. Steinman A. deCharon, C. Companion & M. Steinman University of Maine Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)

Goal Scientist “professional development” Scientist “professional development” – Improving face-to-face and online communication with non-scientists Strategy Collaboration Collaboration – Peer-oriented processes (e.g., workshops) Application Application – Webinar series Expansion Expansion – Blogs & webinar archives

Traditional Approach Drawbacks 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 Outcome – Often there is little direct benefit to scientists Scientists present content to educators in a slideshow-type format and field questions afterwards

Developed and tested workshop models that bring scientists and educators together in peer-oriented processes Collaboration Methodology 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

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

Collaboration Outcomes for Educators 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 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

Once introduced to concept mapping, scientists may be invited to give webinar presentations that include live “Q&A” Application Methodology 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

Pilots* & Research-based Online Learning Event (ROLE) webinars: Application *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

Pilots* & Research-based Online Learning Event (ROLE) webinars: Application 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 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 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." "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

After webinars, scientists and educators are given additional questions to potentially be addressed in blogs Expansion Methodology 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

Penny Vlahos & Sue Klemmer webinar archive: Expansion Videos Videos – Full-length and short topical clips Interactive MapsInteractive Maps – Concept maps can be shared with any registered user – Maps contain all images, videos, news and resources from original presentations

Ben Twining's blog: Expansion

Notable quotes from the blogs: Expansion 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 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 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? Interested in participating? – Contact – Contact THANK YOU FOR YOUR ATTENTION!