This is one of three focus point presentations delivered as part of the session titled "Technology and Cyberinfrastructure," delivered on day two of the Citizen Science Toolkit Conference at the Cornell Lab of Ornithology in Ithaca, New York on June 20-23, 2007. Josh Knauer, Director of Advanced Development, Information Commons at MAYA Design, discusses the problem of "information liquidity" and how to make data available to the intended audiences and in a way that makes the data available at all times. Knauer applies the original model of the public library to the digital age and makes
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Josh Knauer
resourceresearchProfessional Development, Conferences, and Networks
These reports were delivered on day three at the conclusion of the Citizen Science Toolkit Conference at the Cornell Lab of Ornithology in Ithaca, New York on June 20-23, 2007. The reports summarize the discussions that took place in five separate breakout groups, which met periodically throughout the conference to focus on key Citizen Science themes and topics that emerged during conference presentations and plenary discussions.
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Cornell Lab of OrnithologyCatherine McEverNolan DoeskenGeoff LeBaronSarah KirnRebecca JordanMaureen McConnell
resourceresearchProfessional Development, Conferences, and Networks
This discussion was held during the final plenary session on day three of the Citizen Science Toolkit Conference at the Cornell Lab of Ornithology in Ithaca, New York on June 20-23, 2007. Topics discussed include citizen science as a new field or discipline, the science role that citizen scientists play, next steps, issues to consider, suggestions, and developing (or not) a shared data infrastructure.
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Cathy McEverCornell Lab of Ornithology
In this article, Jim Spadaccini, Director of Ideum, examines open source software packages designed specifically for museums. Spadaccini provides practical advice on how this software can be utilized in museums.
In this article, Jim Spadaccini, owner and Creative Director of Ideum, examines the influence of Web 2.0 media and how new models (wikis, blogs, community sites, etc.) provoke new ideas and new questions. Spadaccini includes examples of how institutions are integrating this technology into their work.
This article explores the ways museums can utilize portable devices (i.e cell phones) as a way to engage visitors in their exhibits. Featured are three museums experimenting with this technology in their exhibit spaces. Authors include Wayne Labar, Vice President of Exhibitions and Theaters at the Liberty Science Center, Denise Bressler, an Exhibit Developer and Project Manager at the Liberty Science Center, David Asheim, Founder and CEO of Guide by Cell, Peter Samis, Associate Curator of Education and Program Manager of Interactive Educational Technologies, and Stephanie Pau, Associate
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Wayne LaBarDenise BresslerDavid AsheimPeter SamisStephanie Pau
In this article, Dan Tomberlin, an exhibit and graphic design consultant, investigates virtual museums. Tomberlin presents several definitions of these online museum-like experiences and then highlights several noteworthy museum sites. This article is a reprint from the "Exhibitionist" vol.15, no.2, Fall 1996.
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Dan TomberlinNational Association for Museum Exhibition
This report presents and analyzes the findings from a front-end evaluation of an exhibition being developed by the Tech Museum of Innovation about the potential of the Internet. Front-end evaluation helps planners understand how visitors comprehend and think about themes, ideas, concepts, and activities that will be displayed in an exhibition. It seeks common ground between visitors and the exhibit. Findings demonstrate people's understanding of various concepts integral to the exhibition and will inform the Tech during the exhibition development process.
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Randi Korn & Associates, Inc.Tech Museum of Innovation
Robotics brings together learning across mechanism, computation and interaction using the compelling model of real-time interaction with physically instantiated intelligent devices. The project described here is the third stage of the Personal Rover Project, which aims to produce technology, curriculum and evaluation techniques for use with after-school, out-of-school and informal learning environments mediated by robotics. Our most recent work has resulted in the Personal Exploration Rover (PER), whose goal is to create and evaluate a robot interaction that will educate members of the general
SRI and Girls, Inc. of Alameda County will develop a problem-based program for underserved middle-school girls. "Build IT" will serve 300 girls in three years providing each with 150 contact hours of programming. The program is designed to increase IT fluency, motivate girls to engage in IT related activities, encourage the pursuit of IT careers and increase interest in mathematics. Participants will progress through three stages: Apprentice, Journeygirl, and Specialist. Apprentices learn how to use Internet communication tools and interact with design professionals in a variety of IT fields. Journeygirls engage in software design and create small mobile devices while working in conjunction with software engineers in Stanford University's Learning, Design, and Technology Program. Specialists continue to work in design teams and build valuable project and resource management skills. A curriculum will be developed that builds on NSF-funded products such as Techbridge (HRD 00-80386) and Imagination Place (HRD 97-14749), while addressing communication technologies, networking, wireless and mobile communication tools, web development and computer programming. Troubleshooting and leadership skills will also be included. Additional activities consist of professional development for Girls, Inc. staff to build IT fluency, as well as Family Tech Nights to encourage parental involvement.
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Melissa KochMelissa BryanMarie BienkowskiDeborah Emery
resourceprojectProfessional Development, Conferences, and Networks
Rhode Island Information Technology Experiences for Students and Teachers (RI-ITEST) is a comprehensive ITEST project for high school students and teachers. The goal of RI-ITEST is to prepare students from diverse backgrounds for careers in information technologies by engaging them in exciting, inquiry-based learning activities that use sophisticated computational models in support of a revolutionary science curriculum. It advances science education by enhancing the Physics First initiative in Rhode Island through the use of NSF funded student materials based on molecular modeling and promotes IT education by teaching modeling skills and providing students with career and vocational information on the use of computational models. The project provides over 120 hours of credit-bearing activities for 100 teachers and full support for classroom implementation. RI-ITEST is developing an optimal placement of the interactive materials from CC's Science of Atoms and Molecules project in the Physics First courses in Rhode Island; developing IT materials that are coordinated with the student materials that emphasize modeling skills and the career and vocational dimensions of computational modeling; preparing100 diverse Rhode Island science teachers in two cohorts to offer a course in the Physics-Chemistry-Biology sequence; developing materials and supports for using molecular dynamics and related IT materials for teachers in Rhode Island and elsewhere who are not ITEST participants; generating evidence for the effectiveness of the IT-enhanced project materials for increasing student learning and changing student attitudes about science, mathematics, and technology careers; reaching parents, guidance counselors, school administrators, and business partners with information about the project, student productions, and evidence for effectiveness; disseminating materials and findings to other teachers, programs, and districts nationwide.
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TEAM MEMBERS:
Daniel DamelinGerald KowaiczykJames Magyar
This proposal calls for development, over five years, of a national, interactive, telecommunications-supported Network of 85 or more affiliated neighborhood technology learning centers in inner cities and other impoverished areas, for the purpose of attracting, and then nurturing underserved peoples' active involvement with math, science, and technology. Network affiliates will provide informal opportunities for disadvantaged minority young people and their families and friends to get access to, and learn to use, the most powerful tool for personal empowerment yet known, to engage in explorations designed to increase awareness of their ability to do math and science and of the potential for careers in these areas, and, through telecommunications, to involve themselves with distant peer groups in collaborative investigations. Such opportunities present attractive and cost-effective alternatives to the dead ends that street life, drugs, incarceration, and/or welfare offer. Success in achieving these goals depends, however, on the availability of continuing programmatic and staff development assistance, and on the ability of Network members to engage, not as disparate entities, but as a mutually supportive community, in this momentous task. Proposed Network services include (in addition to telecommunications linkages) the identification, development, and dissemination of technology-mediated math and science activities appropriate to community education, consultative planning and technical assistance, staff development workshops, the development of a resource database, and an annual all-affiliates meeting -- all these to be accompanied by systematized self-assessment procedures. Also included is the development of a Network infrastructure to support continued existence of the Network beyond the grant period.