LEARNERDIRECTED LEARNING IN ONLINE GEOSCIENCE EDUCATION SUZANNE T

LEARNER-DIRECTED LEARNING IN ONLINE GEOSCIENCE EDUCATION SUZANNE T. METLAY, PH. D. FRONT RANGE COMMUNITY COLLEGE LONGMONT, CO (USA) GEOLOGICAL SOCIETY OF AMERICA – CHARLOTTE, NC Image: SERC. Carleton. edu SESSION T 73: SUCCESSFUL STRATEGIES FOR TEACHING ONLINE GEOSCIENCE COURSES 4 NOVEMBER 2012

LEARNER-DIRECTED LEARNING: BUILD CONFIDENCE & CAPABILITY Roger Hiemstra & Ralph Brockett (1994) “From behaviorism to humanism…” http: //www-distance. syr. edu/sdlhuman. html

5 COMMON LEARNING ORIENTATIONS: EACH CAN BE USEFUL & USED ONLINE 1) Humanist ü Learning transforms the learner, both intellectually and emotionally ü Self-directed activities, experiential education; affect and self-worth 2) Behaviorist ü Learning involves changes in behavior from stimulus and response ü Games, simulations, incentives, reinforcements 3) Cognitive ü Learning is about knowledge and internal mental processes ü Concept mapping, “chunking” information, learning environment 4) Critical Reflection ü Learner identifies and evaluates own learning experiences & outcomes ü Self-reflection, scenario building, focus group inquiry 5) Social Learning ü Learner must actively engage in social interaction and society itself ü Internships, peer partnerships, service learning http: //www. umsl. edu/services/ctl/DEID/destination 2 adultlearning/2 dlearningtheories. html

FROM GUIDED QUESTIONS… (1) Direct students to specific websites designed for education & outreach Lab 2: http: //facweb. bhc. edu/academics/science/harwoodr/Geol 101/Labs/Minerals/ Ø Analyze and identify each mineral sample Credit: Richard Harwood, Black Hawk College

TO ACTIVE LEARNING… (2) Walk students through an activity Lab 6: Go to http: //kepler. nasa. gov/multimedia/Interactives/kepler. Flash. Adv. Discovery/# and select “Kepler Exoplanet Transit Hunt”. Ø Click and hold the grey ring labeled “Telescopic View”. Ø Drag it over the blinking white dot that represents a star. Ø Take data from each star Ø Analyze data with worksheet provided Ø What is a habitable zone? Ø Which stars have exoplanets in habitable zone? (3) Guide students to teach themselves through reading text and watching videos Lab 8: Register and log in to www. solarstormwatch. com Ø Look at the menu to options on the left-hand side. Ø Follow the directions provided below to fulfill the requirements of this exercise and successfully navigate the website. Transition up Bloom’s Taxonomy tie facts to concepts/relationships

TO SELF-DISCOVERY… (4) Begin with guided questions, end with quest/explanation Lab 10: Go to http: //www. ciclops. org/ir_index_main. php Ø Click on the “New Horizons Imaging Diary”. Ø Find TWO (2) interesting images of Jupiter and/or Saturn – provide the links. In your own words: Ø Explain what is pictured Ø Discuss why it is interesting Ø Compare to two images of Earth’s atmosphere at http: //earthobservatory. nasa. gov/ Ø Analyze similarities and differences between the images NASA Orbiter Images – “This puny excuse for a hurricane on Earth snuggles up against the coasts of Yemen and Oman. It is but a freckle on the face of Earth… Earth's storm front is also mostly water vapor, while the coloring of Jupiter's red spot is indicative of more noxious cloud formations. ” Jupiter’s “Little Red Spot” – AST 101 student, Fall 2011 http: //www. ciclops. org//view_media. php? id=19481 Earth’s Tropical Storm Keila http: //earthobservatory. nasa. gov/Natural. Hazards/view. php? id=76346

LEARNING (5) Guide students through complete self-direction Lab 12: Select a CITIZEN SCIENCE site like Zooniverse. com or Cosmoquest. org for a project such as http: //cosmoquest. org/moonmappers/ Ø Please follow the directions on site and analyze at least ten (10) images. Ø Report on your experience here. Ø Please explain your procedure (step by step). Be as detailed as possible. Ø Give me at least two (2) paragraphs describing what you did and what you learned. http: //cosmoquest. org/mappers/moon/Full. Moon. Maker. php

DEVELOP YOUR OWN PEDAGOGICAL TOOLS: 1 (1) Modify your student’s mindset: Ø “I hate _____” (math, writing, science, etc. ) Ø “Nature Deficit Disorder” Ø “I can’t…” to “I don’t know how to…” (2) Develop skills for basic competence Ø What are key skills, abilities, content? Ø Constraints? Ø Professional considerations? Ø Vocational vs. General Education Adult learners need “Why” before “How” make learning relevant to their lives & work (3) Identify essential tools Ø Apps (Android & i. Phone), Google Earth, other implements & equipment Ø Critical thinking Ø Student resourcefulness All images: Zazzle. com

DEVELOP YOUR OWN PEDAGOGICAL TOOLS: 2 (4) Teach methods/techniques that online students can do from home http: //www. seriouseats. com/2009/10/the-food-lab-science-of-how-to-cook-perfect-boiled-eggs. html Pearson Education, 2006

DEVELOP YOUR OWN PEDAGOGICAL TOOLS: 3 (5) Consider professional behavior Ø Professional ethics Ø Legal, social, political issues Ø Convicted seismologists in Italy Ø Fracking and groundwater: pros & cons (6) Have students present their work Ø Peer instruction Ø Mock professional presentations: Posters, Recorded Power. Point, Prezi Credit: Morag Perkins, 25 June 2012 Credit: James Russell, Hampton Univ. Noctilucent Clouds are a marker of methane increase (CH 4 = greenhouse gas)

HUMANISM IN EDUCATION: TRANSFORMING THE LEARNER Acknowledge and address ignorance and misinformation “Education is a progressive discovery of our own ignorance. ” - Will Durant Realistic goals: Ø Workforce development (all STEM) Ø More scientifically literate citizens Ø Decision makers: Corporate, Community, Individual Ø Voters: Resource use/development, etc. Ø Improved critical thinking about new information Ø From fear to confidence Ø From gullibility to governing effectively Ø Students govern themselves Ø Personal responsibility and accountability for learning

Questions? Comments? Thank you! suzanne. metlay@frontrange. edu