In this paper we contrast the possibilities of the World Wide Web to transform communities of educational researchers with actual patterns of use of The Museum Learning Collaborative Web site. We highlight patterns of user interaction that have emerged and discuss the problems and opportunities of creating shared research resources in emerging fields such as museum learning research. Our findings have direct implications for three stakeholders: program funders, ourselves as project researchers, and the larger museum research community.
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TEAM MEMBERS:
Kevin CrowleyGaea LeinhardtChien-fu Chang
I-CLEEN, a project led by the Museum of Science of Trento (Italy), has developed and currently manages an information gateway of Earth system science educational resources. The aim of the project is to support Italian science teachers in setting up Earth science student-centred lessons. To do so effectively, the gateway exhibits the following key features: it adopts a bottom – up approach to resource development that relies on strong cooperation between science teachers and professional researchers (who also act as resource referees); it is subject–oriented and enhances the multi- and interdisciplinary traits that characterize geosciences; it embraces the concept of open source, through the technological tools (LifeRay) used and copyright policies adopted. A service usability study was performed after the first launch of the gateway and the results were used to develop the second release, which is currently online. During the preliminary phase of the project, as well as the development and set-up of the gateway, valuable insight was gained in various different fields: On the current situation in geoscience education in Italy – where teachers are encouraged to take up a student-centred approach, experiential education and learning initiatives, but currently opt for academic teaching methods because they lack the support and the tools needed. On the educational resource gateways currently available online, on the materials they provide and on the role of ICT in Earth science education. On the results achieved and the tools developed during previous science communication activities that involved teachers and students in research projects.
The website informalscience.org hosts an archived evaluation reports, most of them from NSF-funded projects. Although NSF strongly suggests that projects upload their summative evaluation reports, not all projects comply. Of the 300+ evaluation reports upload by users to the site, 72 report on NSF-funded ISE media projects. To what extent can the ongoing evaluation of ISE projects help to build a more general case for ISE media?
An important outcome for the CAISE Media Convening was to identify and prioritize critical issues faced by ISE media producers, and then develop a set of shared objectives around which we could collectively begin to organize ourselves. Participants clearly identified needs such as wanting to learn more about each other's projects, building a better evidence base to articulate the impacts and value of ISE media, and the need to bring more young professionals into the community. Some suggested we should think more deeply about audiences and experiment with engagement strategies. Others strongly
Find out how afterschool and summer learning can support student success in the Expanding Minds and Opportunities compendium, released by The Expanded Learning & Afterschool Project. This collection of nearly 70 articles includes reports, studies, opinion commentaries, and examples of best practices makes the case that opportunities in out-of-school time learning can have positive impacts on youth development—including in STEM.
The Afterschool Alliance, a Washington, D.C. based advocacy group for out of school learning, has released a highly anticipated report on outcomes for youth in STEM after school programs. The report is the result of a 10-month study funded by the S.D. Bechtel, Jr. Foundation and the Noyce Foundation, of afterschool providers from around the country that were surveyed on “appropriate and feasible” outcomes for STEM learning in afterschool settings. The survey results were organized into a framework of outcomes, indicators, and sub-indicators that demonstrate how afterschool contributes to
The 2012 Science Festival Alliance Annual Report is now available. This first-of-its-kind document provides a snapshot of activity for the SFA and its members in 2012, and it paints quite a striking picture. With 13 SFA member festivals (membership has grown since!) reporting on the over 1,600 events they produced in 2012 the numbers add up quickly. How many of these events drew more that 1,000 visitors? What percent of attendees gave the events evaluated positive ratings? Read on to find out, and notice that certain sections of the report, such as our list of a few festival news stories, are
Presentation on NSF grant DRL-1114481 (""Full-Scale Development: Science STARS-Nurturing Urban Girls' Identities Through Inquiry-Based Science"") presented at the CAISE Convening on Professional Development and Informal Science Education, February 2nd, 2012.
Presentation on NSF grant DRL-0540418 (""QUEST: Exploring our Natural World"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011."") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
Presentation on NSF grant DRL-0840333 (""National Science Festival Network"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011."") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
Presentation on NSF grant DRL-0917614 (""Communicating Ocean Sciences Informal Education Network: Scientists Working Together to Promote Ocean Literacy"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.