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MOOCS & Me...

Leading Through Online Lifelong Learning

Jennifer Miller Troy Cline

jennifermiller254@gmail.com

Wednesday Feb. 4

8-9 AM

Room 19 B

TCEA 2015

#learnanywhere

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Today We Will……...

Identify the purpose of a MOOC and types of MOOC environments via learning theory.
Consider MOOC for PD opportunities via NASA MMS Mission as an example.
Consider the Design of MOOC for learning approaches to encourage creative thinking via the 5E Instructional Model.

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What is a MOOC?

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MOOCS = Education For All

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How Do People Use a MOOC?

Professional Development to Massive Audience, FREE
K12 MOOC

Dual Credit Courses, AP Courses
Targeted Remediation Solutions
Blended Learning Approaches

PostSecondary Course
Hobbies, DIY, etc.

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Concerns Facing MOOC

Low Completion Rate
Lack of Teacher Presence
Lack of Social Presence
Lack of Cognitive Presence
Lack of Assessment of Learning
Poor Understanding of Design via Learning Theory in Online Environments

NOT ALL MOOCS are =

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Remember…...

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How do I Locate a MOOC For PD?

https://www.edx.org/

https://www.class-central.com/provider/canvas

https://www.coursera.org/

https://novoed.com/

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MOOC PD Search Engine

https://www.class-central.com/

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Steps to Design Online Distribution

Identify Learning Theory, Instructional Method, Outcomes, Evaluation, and Assessment of MOOC Experience.
Consider The Following

Social Presence
Cognitive Presence
Teacher Presence

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MOOC K12 NASA MMS PD

Lead by Design…...

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MOOC K12 NASA MMS PD

Learning Goals

1. To prepare teachers how to quickly and efficiently monitor progress of an entire solar storm from the time it erupts from the sun and magnetic field.

2. To generate interest among students, teachers, and stakeholder in STEM careers in relation to solar storms and the study of heliophysics using a real world scenario and event.

3. To assist in the development of STEM elementary and middle school programs via the arts through the construction of a learning artifact or object that can be shared with a wider learning community.

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S.T.E.M.

Students, Teachers, Parents) Space Weather Action Center is an exciting program that provides the opportunity for students, teachers and parents to access science instrument data from ground and space based research, enabling them to ask and answer their own questions about space weather. The program is designed as an innovative approach that integrates cross-disciplinary techniques to use the heliophysics data from the mission instruments. It empowers participants with the ability to instantly retrieve, analyze and report NASA satellite and observatory data with confidence, ease and accuracy. (Evaluation)This visionary approach provides a tested framework within the formal education community, that has been evaluated and revised based on the NASA Product review. (On-line) With SWAC, students access near real-time space weather NASA data, and follow easy instructions and well-defined protocols that allow them to correctly interpret such data. SWAC represents a new approach to teaching science and technology in classrooms, as students are encouraged to act like real scientists by accessing, collecting, analyzing, recording, and communicating space weather forecasts. Instructional guides, materials, sample scripts and methods are available on the Space Weather Action Center Web site (http://sunearthday.nasa.gov/swac). Ultimately, students' forecasts can be presented through a variety of accessible media including inexpensive video editing software and/or already existing school-based broadcast studios.

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(North Central Regional Educational Laboratory

& Illinois State Board of Education, 1995).

"Technology is transforming society, and schools do not have a choice as to whether they will incorporate technology but rather

how well they use it

to enhance learning"

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Campus Update!

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http://www.eschoolnews.com/

Collaboration and Research:

When students have access to technology as a tool, they become more curious about their world. Students become self-motivated, ready to collaborate with others to research and discover the possibilities.

Challenger Center for Space Science Education

Engaging, research based, cross disciplinary approach to SEC science.

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Shared Responsibility:

These tools allow students to express their creativity and encourage shared responsibility for developing course resources and materials. They also allow for asynchronous public feedback on assignments.

http://www.eschoolnews.com/

Engaging, research based, cross disciplinary approach to SEC science.

On-line content and resources : sample scripts, video clips, sample reports, student guides, teacher guides, downloadable graphics, etc.

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http://www.eschoolnews.com/

DEMO

"Horizon Report“ March 1, 2007

Inexpensive tools and easy access :

More Inexpensive tools and easy access to technology have "opened the doors for almost anyone to become an author, a creator, or a filmmaker.”

Campus Update!

Engaging, research based, cross disciplinary approach to SEC science.

On-line content and resources : sample scripts, video clips, sample reports, student guides, teacher guides, downloadable graphics, etc.

Regularly scheduled news reports presented through inexpensive video editing software and/or existing school-based broadcast studios.

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S.T.E.M.

And the 5 E’s

It’s about TEAM!

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Easy to use Video:

More teachers nationwide are using video as an instructional tool. Video assignments motivate students to go beyond what is expected of them. Plus, the cost of digital video cameras and editing software keeps dropping, while ease of use increases.

http://www.eschoolnews.com/

Engage

In this section the teacher creates interest, generates curiosity, raises questions and elicits responses that uncover what the students know or think about the sun.
(Pre) “What we know about the Sun”
(Pre) “What we wonder about the Sun”
(Post) “What we learned about the Sun”.

Campus Update!

S.T.E.M.

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Engage

Time: 30 Minutes

Materials:

Drawing Supplies (paper, pencils, markers, etc.)
“Blackout” Video Clips from Sun-Earth Day website

S.T.E.M.

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The Space Weather Media Viewer is one of the main observation tools that you will be using. Once this online tool is open, simply keep it open in a separate browser tab or window for fast access to the data.

http://sunearth.gsfc.nasa.gov/spaceweather

Explore

In this section the students have the opportunity to get directly involved with the content and materials.
By using the “Understanding the Sun Questionnaire” student teams discover the basics of the Sun through a guided content exploration of the Space Weather Media Viewer.

Campus Update!

S.T.E.M.

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Explore

Time: 45 Minutes

Materials:

“Understanding the Sun Questionnaire” available in the SWAC Instructional Guide at http://sunearthday.nasa.gov/swac

The Space Weather Media Viewer at: http://sunearth.gsfc.nasa.gov/spaceweather

S.T.E.M.

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Communicating Science:

Students share their research through oral presentation enhanced by their own selection of images and data.

http://www.eschoolnews.com/

Explain

Using the answers obtained in the ‘Explore’ activity, student teams develop reports about their specific area of research. Each team then shares their expertise about the Sun and Space Weather with their class.

Campus Update!

S.T.E.M.

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Explain

Time: 45 Minutes

Materials:

Answers from the “Understanding the Sun Questionnaire”
(Optional) Printouts of imagery from the Space Weather Media Viewer

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Elaborate

In this section the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them.
Students design, assemble and use an ‘easy to make’ learning center called a Space Weather Action Centers (SWAC) .

Campus Update!

S.T.E.M.

Collaboration and Research:

Challenger Center for Space Science Education

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S.T.E.M.

Data Collection Sheet:

Each flip chart has a corresponding Data Collection Sheet that can be downloaded from the SWAC website. They are designed to help students quickly record and analyze necessary sets of data.

SWAC Flip Charts:

Each of the SWAC flip charts has been carefully designed to enable students easily move through the sequence of events that occur during typical Solar Storm and are therefore comprised of the following four main sections: Sunspot Regions, Storm Signals, Magnetosphere, Auroras.

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S.T.E.M.

SPACE WEATHER DATA

All of the data links required to make your space weather observations are located on this single webpage. Beside each of the ‘live data’ links on that page you will also find ‘tutorial’ links containing easy to read tutorials that that will help you when interpreting the data. You can always find your place by returning to this page referred to throughout each of the flipcharts.

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Elaborate

Time (Initial Assembly): 90 Minutes

25 minutes: Instructional Flip Chart Assembly

20 minutes: Data Collection Clipboards or Notebook Assembly

45 minutes SWAC Display Board or bulletin Board Assembly

Time (Ongoing Data Collection): 30 minutes

15 minutes (per day): Data Collection (Retrieval and Recording)

15 minutes (per week): Writing SWAC News Report

Materials:

All required pdf files (Flip Charts and Data Collection Sheets) can be downloaded and printed from the GETTING STARTED section of the SWAC website at http://sunearthday.nasa.gov/swac

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Space Weather Report:

We’ve made this phase easy by providing your students with a sample script! All they have to do is fill in the missing pieces based on the data collected in their student journals.

Evaluate

This is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. The assessment as a Space Weather Report will show the improvement of the data analysis as well as a student’s ability to communicate the science.

Campus Update!

S.T.E.M.