Responsive, Flexible and Responsive, Flexible and Scalable Broader Impacts Scalable Broader Impacts Responsive, Flexible and Responsive, Flexible and

Scalable Broader Impacts Scalable Broader Impacts

A. deCharon, C. Companion & M. SteinmanA. deCharon, C. Companion & M. SteinmanUniversity of MaineUniversity of Maine

Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)

A. deCharon, C. Companion & M. SteinmanA. deCharon, C. Companion & M. SteinmanUniversity of MaineUniversity of Maine

Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)Centers for Ocean Sciences Education Excellence – Ocean Systems (COSEE-OS)

GoalGoal• Scientist “professional development”Scientist “professional development”

– Improving face-to-face and online communication Improving face-to-face and online communication with non-scientistswith non-scientists

StrategyStrategy• CollaborationCollaboration

– Peer-oriented processes (e.g., workshops)Peer-oriented processes (e.g., workshops)

• ApplicationApplication– Webinar seriesWebinar series

• ExpansionExpansion– Blogs & webinar archivesBlogs & webinar archives

Traditional ApproachTraditional Approach

• DrawbacksDrawbacks– Begin lecture with content that is not Begin lecture with content that is not responsive responsive to the to the

audiences’ needs (i.e., assumes what they already know)audiences’ needs (i.e., assumes what they already know)– Lack of Lack of flexible flexible access to specific material within the access to specific material within the

presentation (e.g., slides are in linear order)presentation (e.g., slides are in linear order)– ““Q&A” sessions are not easily Q&A” sessions are not easily scalablescalable

• OutcomeOutcome– Often there is little Often there is little direct benefit direct benefit to scientiststo scientists

Scientists present content to educators in a slideshow-type Scientists present content to educators in a slideshow-type format and field questions afterwards format and field questions afterwards

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

CollaborationCollaboration

• MethodologyMethodology– Scientist-educator teams Scientist-educator teams co-develop co-develop online online

concept mapsconcept maps– Scientists provide Scientists provide content content expertiseexpertise– Educators ensure that maps are Educators ensure that maps are responsive responsive to to

the needs of non-scientist audiencesthe needs of non-scientist audiences

One scientist's concept map series - Original on paper:One scientist's concept map series - Original on paper:

CollaborationCollaboration

One scientist's concept map series – Digital using OS software:One scientist's concept map series – Digital using OS software:

CollaborationCollaboration

One scientist's concept map series – Consensus with educators:One scientist's concept map series – Consensus with educators:

CollaborationCollaboration

CollaborationCollaboration• Outcomes for EducatorsOutcomes for Educators

– 91% agreed that the process of concept mapping helped 91% agreed that the process of concept mapping helped them them think through science topics think through science topics (n=53) (n=53)

– 89% agreed that concept mapping helped 89% agreed that concept mapping helped build a bridge build a bridge of communication with scientists (n=53)of communication with scientists (n=53)

• Outcomes for ScientistsOutcomes for Scientists– Concept mapping can help Concept mapping can help deconstruct deconstruct knowledge to knowledge to

promote effective interaction with educators (deCharon promote effective interaction with educators (deCharon et al., 2009) et al., 2009)

– Concept maps are tangible Concept maps are tangible products products that can be reused that can be reused for other purposesfor other purposes

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

ApplicationApplication

• MethodologyMethodology– Scientist-educator pairs Scientist-educator pairs present present contentcontent– Scientists Scientists broadenbroaden use of existing maps or use of existing maps or

create new ones (e.g., tied to current events)create new ones (e.g., tied to current events)– Format and end-products (i.e., interactive Format and end-products (i.e., interactive

concept maps) are concept maps) are flexible flexible to meet the needs to meet the needs of a national audienceof a national audience

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

ApplicationApplication

*Karen Orcutt / Kjell Gundersen & Michelle Benoit / Ted Taylor – *Karen Orcutt / Kjell Gundersen & Michelle Benoit / Ted Taylor – Gulf of Mexico Impacts & Concept Map Use in Bangor High SchoolGulf of Mexico Impacts & Concept Map Use in Bangor High School

*Peter Girguis & Louise McMinn – *Peter Girguis & Louise McMinn – Hydrothermal Vent Ecosystems Hydrothermal Vent Ecosystems & Using Concept Maps for Interdisciplinary Educational Projects& Using Concept Maps for Interdisciplinary Educational Projects

Penny Vlahos & Sue Klemmer – Penny Vlahos & Sue Klemmer – Persistent Organic Pollutants & Persistent Organic Pollutants & Evaluating Students' Comprehension through Concept MapsEvaluating Students' Comprehension through Concept Maps

Larry Mayer & Beth Campbell – Larry Mayer & Beth Campbell – Sequestered Carbon and the Sequestered Carbon and the Carbon Cycle & Using Concept Maps to Plan Graduate Research Carbon Cycle & Using Concept Maps to Plan Graduate Research

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

ApplicationApplication

Ben Twining & Annette deCharon – Ben Twining & Annette deCharon – Melting Icebergs: Study Melting Icebergs: Study Methods, Dynamics and Impacts & Building Mapping SkillsMethods, Dynamics and Impacts & Building Mapping Skills

Carolyn Jordan & Kate Leavitt – Carolyn Jordan & Kate Leavitt – What's in a Model? Exploring What's in a Model? Exploring Climate Aerosols & Concept Maps for Informal EducationClimate Aerosols & Concept Maps for Informal Education

Linda Kalnejais & Sharon Gallant – Linda Kalnejais & Sharon Gallant – Excess Nutrients in Estuarine Excess Nutrients in Estuarine Systems & Probing Students' Misconceptions with Concept MapsSystems & Probing Students' Misconceptions with Concept Maps

Fei Chai & Jenny Albright – Fei Chai & Jenny Albright – Climate Change, Carbon Cycle and the Climate Change, Carbon Cycle and the Role of Iron & Using Concept Maps to Teach Climate ChangeRole of Iron & Using Concept Maps to Teach Climate Change

ApplicationApplicationClip from one ROLE Model webinar:Clip from one ROLE Model webinar:

ApplicationApplication• Outcomes for ParticipantsOutcomes for Participants

– 91% found 91% found scientist scientist presentations presentations "Useful/Very "Useful/Very Useful" (n=67) Useful" (n=67)

– 85% found 85% found educator educator presentations presentations "Useful/Very "Useful/Very Useful" (n=62) Useful" (n=62)

– 92% are 92% are more comfortable more comfortable with science topics presented with science topics presented (n=65)(n=65)

ApplicationApplication• Outcomes for ScientistsOutcomes for Scientists

– Building of Building of online presentation skills online presentation skills (i.e., COSEE-OS (i.e., COSEE-OS concept map tools, WebEx)concept map tools, WebEx)

– Broad Broad access access to their research: 193 participants* from 27 to their research: 193 participants* from 27 states and the District of Columbiastates and the District of Columbia

– Specific and timely Specific and timely feedbackfeedback"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*41% from inland or rural locations

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

ExpansionExpansion

• MethodologyMethodology– Scientists and educators are given guidance on Scientists and educators are given guidance on

effective bloggingeffective blogging– Topically focused by concept maps, blogs are a Topically focused by concept maps, blogs are a

forum for forum for highly scalable highly scalable contentcontent– Webinar archives are another Webinar archives are another asynchronous asynchronous

access point access point for contentfor content

Penny Vlahos & Sue Klemmer webinar archive:Penny Vlahos & Sue Klemmer webinar archive:

ExpansionExpansion

• VideosVideos– Full-length and short Full-length and short

topical clipstopical clips• Interactive MapsInteractive Maps

– Concept maps can be Concept maps can be shared with any shared with any registered userregistered user

– Maps contain all Maps contain all images, videos, news images, videos, news and resources from and resources from original presentationsoriginal presentations

Ben Twining's blog:Ben Twining's blog:

ExpansionExpansion

Notable quotes from the blogs:Notable quotes from the blogs:

ExpansionExpansion

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

ExpansionExpansion• Anticipated Outcomes for ScientistsAnticipated Outcomes for Scientists

– Improved Improved online presentation skills online presentation skills for future webinarsfor future webinars– Increased comfort with Increased comfort with blogging blogging as a medium for science as a medium for science

communicationcommunication– Use of concept maps and/or mapping techniques in Use of concept maps and/or mapping techniques in

undergraduate or graduate teachingundergraduate or graduate teaching

Next StepsNext Steps• Sustaining collaboration requires specific Sustaining collaboration requires specific

return on investmentreturn on investment– COSEE is working to provide a COSEE is working to provide a ladder of ladder of

opportunities opportunities for scientist engagementfor scientist engagement– COSEE-OS is planning COSEE-OS is planning other webinar series other webinar series on on

North Atlantic Bloom research, Diversity, etc.North Atlantic Bloom research, Diversity, etc.

• Interested in participating?Interested in participating? – Contact <annette.decharon@maine.edu>Contact <annette.decharon@maine.edu>

THANK YOU FOR YOUR ATTENTION!THANK YOU FOR YOUR ATTENTION!