1. Developing Marine Science Instructional Materials Using Integrated Scientist- Educator Collaborative Design Teams: A Discussion of Challenges and Success Developing Real Time Data Projects for the COOL Classroom Ravit Golan Duncan, Janice McDonnell, and Scott Glenn COSEE MA and COSEE NOW

2. Today’s Talk
The development of instructional materials that use Real Time Data (RTD) to generate explanations about important ocean phenomena.
The constitution of a diverse design team and the use of an Instructional Design Model
Designing curriculum materials that are grounded in Theories of Learning (how students learn science in the classroom)

3. Bransford, Brown & Cocking, 2000
IMCS
The Mission of the IMCS Education and Outreach (E&O) group is to promote ocean literacy through the development of a broad range of products and services using the unique scientific resources and assets of IMCS.
The Learning Sciences
Building theory in education through the design and empirical testing of learning environments that are:
Knowledge centered
Learner centered
Assessment centered
Situated within a learning community
How People Learn
Bransford, Brown & Cocking, 2000

4. Instructional Design Model
Goal 1: Needs Assessment
Understanding audience needs and use of scientific data
(Giere, 1998)

5. Evaluation of 1st Generation COOL Classroom
Challenges
Understanding and interpreting data
Acronyms
Site outages (need for mirror sites)
Next Generation COOL Classroom
Solutions
Tutorial pages
Data explanations
Model data sets

6. Instructional Design Model Goal 2: Design Quality Education Products
Work with a design team to develop prototype of online education products

7. COOL Classroom Design Team
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
Lessons
Carrie Fraser
Marine Science Student
Laura Dunbar
Middle School Teacher
Ravit Duncan
Science Education Professor
Lisa Warden
High School Teacher
Science
Jim Ammerman
Marine Microbiology
Scott Glenn
Ocean Observatories
Josh Kohut
Coastal Oceanography
Graphics
Brian Yan
Flash Illustration
Jon Pucci
Flash Animation
Bean Creative Inc.
Site Design
Interface
Corinne Dalelio
Interface Design
Sage Lichtenwalner
Web Programmer
Janice McDonnell
Project Lead

8. The COOL Classroom Environment
Knowledge Centered
Inquiry-based and organized around questions/problems
Includes hands-on and minds-on activities- both on and off line.
Investigations conclude with the development of a scientific explanation
Mirrors scientific practice
(Duschl, 1990; Donovan & Bransford, 2005)

9. Student Centered
Initial activities serve to surface students’ prior knowledge
Investigation activities help students build understandings of the core concepts
There are opportunities to reflect on learning and compare initial ideas to final ideas
Surface, build, and revise ideas (Driver et al., 1996; Ford & Forman, 2006)

10. (Black & Wiliam, 1998; Bransford, Brown & Cocking, 2000)
Assessment Centered
Formative assessment is critical for learning
Reflective journal questions provide an assessable record of student thinking
Supports teachers in tailoring instruction to meet students’ needs
Make thinking visible
(Black & Wiliam, 1998; Bransford, Brown & Cocking, 2000)

11. Supporting Teachers: The Two Views
Student View
Teacher View
Not an online substitute teacher

12. Educative Teacher Guide (when logged in)
In class notes
Related Activities
Student Difficulties
Resources
(Davis & Krajcik, 2005)

13. + + + Community Centered Scientists Web-based unit Teacher
Students (peer interaction)
Community Centered

14. Design work is iterative
Instructional Design Model Goal 3: Beta test and evaluate the education products
Work with educators nationwide to beta test the online education product
We selected 18 teachers from a pool of 237 applicants, for a pilot study!
Design work is iterative
(Edelson, 2002)

15. Dissemination of Product: Professional Development Plan
Develop teachers’ knowledge through immersion
Sustained programs- several days PD with ongoing support during enactment
Involve teachers in practicing and reflecting on how to bring lessons to their classroom
Train several teachers from the same schools to establish a team effort
Gain outside support from administrators and parents
Prepared by Word Craft 2005

16. Summary There are frameworks for design (process and content)
Design teams need to support distributed expertise
Learning environments should centered around:
Students
Knowledge
Assessment
They need to be educative and support teacher enactment
The learning environment is situated in a learning community: Student-Teacher-COOL-Scientists work together

17. Thank You!

18. Needs Assessment: Understanding Real Time Data Use in the Classroom
Why 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.
We investigated the ways by which K-12 teachers and students use real-time data education products to understand and appreciate the role that the environment (ocean), plays in their lives.
Source: Word Craft
NERRS/IOOS Front End Evaluation

19. The 1st Generation COOL Classroom
Objective 1:
Create virtual access interface for middle and high school teachers/students
to COOL room scientists to improve understanding and awareness of coastal ocean science research.
Objective 2:
To develop a suite of 6-12
grade level appropriate on-line
lesson plans that use real-time
data from the COOL to enhance
science learning (i.e., use
inquiry based learning
strategies).
Ocean to classroom