Robert V. Steiner: Online and Blended Science Education from the American Museum of Natural History
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Day 2 Presentation Robert V. Steiner Presentation: Online and Blended Science Education from the American Museum of Natural History http://opensunysummit2018.edublogs.org/2017/09/15/steiner/ https://www.amnh.org/explore/curriculum-collections https://www.amnh.org/learn-teach/seminars-on-science Open SUNY Summit 2018 - Annual conference for the SUNY online teaching and learning community of practice. https://commons.suny.edu/cotehub/ February 28 - March 2, 2018, SUNY Global Center, NY, NY. Conference website: http://opensunysummit2018.edublogs.org/ Program: http://opensunysummit2018.edublogs.org/about/program/ Recordings: http://opensunysummit2018.edublogs.org/mediasite/ Materials: http://opensunysummit2018.edublogs.org/registration/materials/ Open SUNY Online Teaching: http://commons.suny.edu/cote/
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Robert V. Steiner: Online and Blended Science Education from the American Museum of Natural History
- 1. Online and Blended Science Education American Museum of Natural History Robert V. Steiner, Ph.D. Director, Online Teacher Education Programs National Center for Science Literacy, Education and Technology American Museum of Natural History Open SUNY Summit 2018 New York City March 1, 2018
- 12. Margaret Mead
- 17. Gilder Center for Science, Education, and Innovation
- 20. The Next Generation Science Standards (NGSS)
- 21. OLogy Science Bulletins Seminars on Science AMNH.org amnh.orgThe National Center for Science Literacy, Education and Technology
- 22. Graduate courses Team-taught Financially Self-Sustaining 15-30 participants per course $545 10,000 teachers since 2000 Seminars on Science online professional learning from AMNH
- 24. Seminars on Science • Goals: •Improve teacher content knowledge in science •Provide classroom resources …through accessible, innovative online professional learning • Research-based • Connects educators to scientific expertise & resources • Opportunities for exploration, discourse and reflection
- 26. Course Model Six-week online graduate courses for K-12 teachers Authored by Museum scientists Instructional team (Master teacher and scientist) Asynchronous text-based discussions Classroom connections
- 27. …and our instructors! Seminars on Science Instructors Conference January 12-13, 2018
- 28. Program Features Discussions How has habitat most evidently shaped the evolution of fish? What do you think are the strengths and limitations of modeling as a tool in Earth science? What makes up the ocean system? What is time?
- 29. Course Blockbusters Evolution Dr. Joel Cracraft ornithology Dr. Niles Eldredge paleontology
- 31. “Discussion posts …were analyzed for cognitive presence using the Community of Inquiry framework. [Relatively] high levels of Integration level cognitive activity were observed... This was most likely due to the design of the discussion prompts and expectations used to frame student participation. The questions were open-ended, and students were expected to use reference materials to construct their responses…85% were coded as scientifically accurate. This reinforces reports from previous literature that the online environment is conducive to reflective and careful contributions by participants. “ David Randle, AMNH (2013 TC doctoral dissertation)
- 34. Earth: Inside and Out Dynamic Earth Systems
- 35. The Ocean System Dr. Adriana Aquino ichthyology Dr. Rondi Davies earth and planetary sciences Course Highlights
- 36. Deep Sea Vents The Ocean System: Interactive Activity “Find a Vent” Interactive (The Ocean System)
- 37. Space, Time and Motion Dr. Charles Liu astrophysics Dr. Orsola DeMarco astrophysics Course Highlights
- 38. Course Highlights Dinosaurs Dr .Mar kNor ell p al eo n to lo gy Sun ny Hwang Die go Pol
- 39. Course Blockbusters The Solar System Dr. Denton Ebel earth and planetary sciences Dr. Neil deGrasse Tyson astrophysics
- 41. NCBI Gene Bank
- 42. The Brain Evolution and the Brain Brain Structure and Function Neurons and Information Flow Sensing, Perception and Action Memory The Future Brain
- 43. From “The Brain”
- 44. “The Brain”: Towers of Hanoi Interactive
- 45. The Final Project – Curricular Unit Plan
- 47. Program Features Partnerships & Collaborations K-12 orgshigher education professional associations
- 49. 83% useful new classroom resources Program Appraisal Evaluation 80% prefer to local professional development
- 50. Evaluation strengthen relationship to discipline personal knowledge learning resources deeper scientist insight passion for science continue learning 91% 83% 76% 74% 67% Program Appraisal
- 51. Evaluation apply their knowledge in the classroom new teaching materials new learning activities new content 77% 73% 72% Program Appraisal
- 52. Evaluation use course resources in the classroom new lessons or study units students use resources directly 71% 60% Program Appraisal
- 53. Testimonials “It was great having access to experts... it is rare to be able to talk so closely with people who are so greatly involved with ocean science.” education graduate student Program Appraisal
- 54. Testimonials “Online discussion... gave me time to think about how to respond and to look up material to support my point of view. I was also able to evaluate more critically the responses of others and make thoughtful comments.” science teacher Program Appraisal
- 55. Testimonials “Great content resources!... I feel I've got a content foundation that I'll use to build my next year's curriculum and connect it to the rest of my physical science course.” high school physics/earth science teacher Program Appraisal
- 56. MOOCs
- 57. Our First Three MOOCs ! Genetics & Society: A Course for Educators Drs. Rob DeSalle & David Randle The Dynamic Earth: A Course for Educators Drs. Ed Mathez & Ro Kinzler Evolution: A Course for Educators Drs. Joel Cracraft & David Randle Time scales Reading the rocks Ocean basins, mountains and continents System interactions Classroom implementation The Theory of Evolution Evolutionary History Human Evolution Societal Implications Classroom Implementation Genetics and Genomics Cloning Gene Therapy Genetically Modified Organisms Classroom implementation
- 58. Content… • Videos • Essays • Quizzes • Taught by a scientist and Practice • Videos • Assignments • Resources • Taught by an educator +
- 60. Multiple Choice Quizzes • Weekly 10-Question Quizzes • Addressed content from videos and essays • Can be taken multiple times
- 62. Peer-Graded Assignments The Dynamic Earth: A Course for Educators An examination of local geology
- 65. Peer-Graded Assignment Evolution: A Course for Educators An examination of evidence based on the Next Generation Science Standards
- 66. BLENDED LEARNING
- 67. Seminars on Science – The Blend +
- 69. Art, Science & Inquiry AMNH The Met
- 70. • 77 middle and high school teachers • NYC, Denver and San Francisco regions • Online and in-person (AMNH, DMNH, Exploratorium) • 3 modules @2-weeks w/ 3 in-person sessions • A collaborative experience with institutional distinctions Media – Discussions – Assignments - Videoconferencing The Brain (2014): A Multi-Institutional Blended Offering (MIBO)
- 71. The Brain AMNH (New York City) Denver Museum of Nature and Science The Exploratorium (San Francisco)
- 73. Participant Feedback on the MIBO “I am in the bubble of San Francisco, and getting exposure to teachers throughout the country is really valuable, hearing what they are saying.” “There were some responding [on the discussion forum] from areas where evolution is not well-received, and so they talked about how they struggle with their administration and communities...” “You can hear the voice of someone chiming in from...across the country, and that is sort of cool.”
- 74. Current Higher Education Partners: Adams State University Bank Street College Bridgewater State University City University of New York Framingham State University Hamline University Northwest Missouri State University Rutgers University Western Governors University Partnership Opportunities
- 75. The Road Ahead
- 76. The Road Ahead
- 77. The Road Ahead
Notes de l'éditeur
- Good morning. It's a great pleasure to be here, and I want to thank Alex and the other organizers for giving me an opportunity to share some of our work with you this morning. Let me begin with a few scenes with which I suspect many of you may be familiar to give you some sense of the richness of the place where I have the privilege of working. [NEXT] OUTLINE *** PART I: INTRODUCTION AND OVERVIEW *** 3m - SCENES FROM AMNH - not too many, not too fast, preferably things that can serve as entry points into our courses - ...include current activities and future plans, as well as its storied history 3m - SCIENCE EDUCATION, INFORMAL LEARNING, ONLINE LEARNING What does this mean for education writ large? Science education and informal learning….engagement & deeper understandings…particulalry in the lower grades ...and online learning...accessibility & innovation & sometimes revenue generation & cost reductions. Motivation for AMNH to get into this arena - crisis in science education. 3m - AMNH AND SCIENCE EDUCATION What makes AMNH unique - its scientists, its collections, its expertise and capacity for supporting both in-person and digital teaching and learning. Range of programs across the lifespan, including MAT, in-person workshops, educator nights, Urban Advantage, SciBull and Ology, summer camps, after school, MSRP, SRMP NGSS and all of this. [REVIEW AMNH EDUCATION PROGRAMS] [BRING BIZ CARDS & MATERIALS] *** PART II: ONLINE EDUCATION *** 25m - SEMINARS ON SCIENCE Program Genesis and thumbnail history Course Description – will gloss over administrative aspects here Thumbnail description – science courses with classroom connections, grad credit, co-taught, 12 courses, 12,000 enrollments since 2000, partners Course Tour – but which one? Evolution? Climate Change? Include course components: Media Discussion Forums Assignments, including Final Project Assignment, Rubric and Sample Highlights from Other Courses – which ones? Higher Education Partnerships Evaluation – use recent course evaluations & other program evaluation 5m – MOOCs *** PART III: BLENDED EDUCATION *** 8m - BLENDED EFFORTS (SoS Blend, Met, Met+, Climate Change for Adult Learners, Blended Brain) *** PART IV: SYNTHESIS, SUMMARY AND QUESTIONS *** 4m - ON THE HORIZON NGSS – emphasis on scientific practices, integration with DCIs and CCC, supporting teachers in adapting curricula toward more fully 3-D learning…interesting opportunities to leverage our experience in online science education, to draw upon our colleagues work at the Museum in working with teachers and schools, particularly in New York City and New York State, to move forward. 1m - SUMMING UP: Would love to talk with any of you as well to better understand your eyes, your suggestions and how we might together develop partnership or collaborative opportunities – perhaps combining the best of what we each offer, whether online, onsite or in combination. 8m - QUESTIONS AND DISCUSSION Then the full SoS show. Test drive videos and interactives so you can do them live. Possibly include lesson plan assignment, rubrics Evaluation. Leveraging of capacity toward other Museum programs. Questions? …. And then provide an intro to the courses And then a tour of one course... ...and selected highlights of several more ...and then relate this to current trends in science, in science education and in educational technologies...and in informal science institutions. Discuss leveraging of SoS work toward other efforts... (See what Ben and Maria have - maybe wait for the completed video? Scenes from a program Modeling Climate Chan ge Exploring Lizard evolution Exploring the moons of Saturn Modeling ecosystems Bizarre creaturesx Vibrant w Show fragmentsio DIGITAL FABeeRICrATION - Crystals E-Portfolios probeware Observation database
- Rain forest in the Dzanga-Sanga National Park of the Central African Republic
- Eight elephants – population has dwindled from several million to perhaps half a million today.
- Stalwart symbols of mountain wilderness, a “bachelor band” of bighorn sheep stands before Mount Athabasca in the Canadian Rockies.
- The Discovery Room offers families, and especially children ages 5-12, an interactive gateway to the wonders of the Museum and a hands-on, behind-the scenes look at its science. Every major field of Museum science and research, from anthropology to zoology, is represented. Children, accompanied by adults, can explore an array of artifacts and specimens, puzzles, and scientific challenges. Activities for older visitors are located on the upper level.
- Hall of Pacific Peoples - explores the diverse cultures of South Pacific islands, from small islands and nations to the continent of Australia.
- Founded in 1869, with a scientific staff of over 200, those scientists are the stewards of 33 million specimens and cultural artifacts. Here you have some of our more storied scientists, including Franz Boas, one of the pioneers of anthropology, here seen with T.H. Morgan of drosophila fame. [NEXT] Franz Boas and Thomas Hunt Morgan - he was a President of the American Association for the Advancement of Science in 1931-1932. There he is now, accepting the presidency of the AAAS from his predecessor, the geneticist Thomas Hunt Morgan, who worked in the same building at Columbia as Boas for many years. Morgan never called Boas anti-science; the eugenicists did.
- Margaret Mead
- Roy Chapman Andrews, dinosaur hunter and museum director, who first discovered fossilized dinosaur eggs in the 1920s on an expedition to Mongolia.
- …and here is a vehicle breakdown on one of those expeditions.
- Evolutionary biologist Stephen Jay Gould worked at the Museum and for decades wrote a column for Natural History magazine.
- …and we all know about Ben Stiller.
- That gives you at least a glimpse at the past. Here’s a glimpse of the future: a rendering of the Gilder Center for Science, Education, and Innovation, which will be constructed over the next several years and provide increased capacity and include new exhibition and learning spaces. Watch this space! [NEXT]
- Spoken: There are a lot of people who really love museums. And I know that there are a lot who love the Museum of Natural History. And I don’t think that it’s just the dinosaurs or the …or even the dinosaur fries or the gift shop. I think that our institution and many others make science come alive, make it less scary…Museums, aquaria, science centers can expose people, particularly young people, to phenomena and objects in a manner that engages them, spurring questions and allowing them the joy of discovery. [NEXT] My own background is from academia and from scientific research. I was lucky enough to have an uncle who was a physics professor and who Introduced me to the incredible adventure that is science, introduced me to asking Questions about what is light and what are things made of and what happens when You throw a ball? The opportunity to ask those questions in a way that feels safe and to openly explore and to experience the wonder that is science, to help open the door to the passion is what museums and other informal science institutions can do.
- Over the past few decades, I think we have seen a heightening of appreciation for what informal educational institutions can do, and how critical that role of engagement is. Particularly in the STEM fields, from which much future economic growth is likely to originate, that early engagement is crucial. The opportunities for formal and informal educational institutions to collaborate in not only engaging individuals but in facilitating deeper understandings of science, greater opportunities for those lacking educational access and in providing a more informed citizenry are really remarkable, and I will touch upon some of them here. [NEXT] Ben Stiller And the need for science has never been more important. STEM jobs, Democracy… …underscores the importance of encouraging their scientific education Through all that both formal and informal institutions have to offer. Indeed, The opportunities for synergy among these different kinds of institutions is Exciting and important if we are to make science accessible and innovative and Pervasive. One way to do that is to promote a science education that taps into kids’ Natural curiousity, that encourages the asking of questions while giving them Experience in the practices of science – asking questions, developing models, Using data, sharing results, and so on…and this is the emphasis of the Next Generation Science Standards, which came into being in 2013 and has Since been adopted, often with some adaptation, by 18 states
- Much of the work that I will show you resonates strongly with the spirit of the Next Generation Science Standards, which were introduced in 2013 and have been adopted, in one form or another, by 18 states, including New York State. These standards emphasize the idea that science is what scientists do, and if we want people to understand science, we need to provide them with experiences in which they can experience the same practices as working scientists. NGSS emphasizes the interconnectedness among those practices – such as asking questions, designing investigations, using mathematical thinking and sharing results – as well as the disciplinary core ideas and the crosscutting themes – such as patterns, scale, stability and change, and so on. As I am sure many of you know, NGSS has profound implications for curricula, instruction and assessment, and I’m just not going to go there now, except to say that the Museum is committed to integrating both the substance and spirit of NGSS into its educational offerings. [NEXT]
- I am also not going to try to tell you about the full range of educational offerings for teachers, students and adult audiences – including our Master of Arts in Teaching Earth Science Students, our doctoral program in Comparative Biology, our Urban Advantage program with other New York City informal institutions to support science teaching and learning in the New York public schools, our summer teacher institutes or our afterschool programs for middle or high school students or the Margaret Mead Film Festival. There is just too much going on. And among our many websites and digital resources, I just want to highlight a few here – including our home page amnh.org, Seminars on Science, our online graduate courses for K-12 educators, to which I will soon turn; Science Bulletins, which features 6 to 8 minute videos on current scientific research, perfect for classroom use ; and Ology, our award-wining science website for kids. So now let’s talk a bit about Seminars on Science, the Museum’s flagship program of online teacher professional learning [NEXT]
- Seminars on Science is a set of 12 online graduate courses in the life, earth and physical sciences offered exclusively to current or future educators - primarily K-12 teachers. The program was originally created in 1998 to address the crisis in science education, a crisis that continues to this day. The idea was to create a set of courses, co-taught by educators and scientists and leveraging the remarkable resources of AMNH as well as the Internet, that could deepen teacher understanding of science while also providing useful digital resources for the classroom. Here you have our full course catalog - all in one page. Before going into the details, I'd like to show you a two minute promotional video for the program, so fresh that it is not even up on our website, so enjoy here the world premiere. [NEXT]
- Major Divisions of Vertebrate and Invertebrate Zoology, Anthropology, Paleontology, Earth and Physical Science, including Dept of Astrophysics - origin/evolution/fate of the universe Rob DeSalle is a Curator of Entomology at the American Museum of Natural History. He is affiliated with the AMNH Division of Invertebrate Zoology and works at the Sackler Institute for Comparative Genomics, where he leads a group of researchers working on molecular systematics, molecular evolution, population and conservation genetics, and evolutionary genomics of a wide array of life forms ranging from viruses, bacteria, corals, and plants, to all kinds of insects, reptiles, and mammals. George Baroclaw - ornithology Hector Arce - planetary science Chrisina Elson - frozen tissue culture lab Gobi desert every summer
- Seminars on Science is a set of 10 offerings in the life, earth and physical sciences designed to SoS are a set of 10 online courses in the LEP sciences - including courses that cover the dynamism of the Earth, the frontiers of genomic research, modern evolutionary biology, the Solar System through the eyes of Neil deGrasse Tyson and much more. These courses provide opportunities for collaborative knowledge-building through rich discussion; for exploring their local communities; and for creating innovative unit plans. The courses, developed with the strong support of The Arlantic Philanthopies, have been designed for both pre-service and in-service teachers. The courses are co-taught by an experienced educator as well as a course scientist, providing a powerful combination of course content and classroom application. As a result of their experience - which includes the option for graduate credit from City Universty of New York, Bank Street College and several other institutions distributed across the United Ststes - teachers deepen their understanding of science, including the process of scientific inquiry, they acquire valuable classroom resources and their confidence in and commitment to science teaching is enhanced. They do so through a program that has gone through a process of educational engineering, through an iterative process of course design, development, field testing and revision. Each course is authored by one or two Museum scientists that works closely with our National Center, which includes educators, professional developers, writers, editors, video people and programmers. Each course is based upon the NSES. For example, our newest course...Solar System. Give brief description of science. Show movie...navigation, essays, images, NASA website, missions, discussion forums. Then jump to IRA evaluation, discussion, questions.
- Seminars on Science is a set of 12 online graduate courses in the life, earth and physical sciences offered exclusively to current or future educators - primarily K-12 teachers. The program was originally created in 1998 to address the crisis in science education, a crisis that continues to this day. The idea was to create a set of courses, co-taught by educators and scientists and leveraging the remarkable resources of AMNH as well as the Internet, that could deepen teacher understanding of science while also providing useful digital resources for the classroom. Here you have our full course catalog - all in one page. Before going into the details, I'd like to show you a two minute promotional video for the program, so fresh that it is not even up on our website, so enjoy here the world premiere. [NEXT]
- e-learning: independent, collaborative, learn by doing
- Asynchronous discussion is at the heart of Seminars on Science. SAY A LOT HERE.
- Click on "Evolution" this to begin the course tour, perhaps first showing the syllabus, or even first going to the SoS marketing site (learn.amnh.org)
- Niles Edredge – Eldredge and Gould’s punctuated equilibrium – discussing his doctoral dissertation research on trilobites and development of punctuated equilibrium theory.
- Compare human skull, pelvis and foot with our nearest living and extinct relatives – the chimpanzee and the neanderthal. Observe differences and the evolutionary pressures that gave rise to bipedalism, increased brain size and so on.
- phylogenetics -- Field of biology that deals with the relationships between organisms. It includes the discovery of these relationships, and the study of the causes behind this pattern. phylogeny -- The evolutionary relationships among organisms; the patterns of lineage branching produced by the true evolutionary history of the organisms being considered.
- phylogenetics -- Field of biology that deals with the relationships between organisms. It includes the discovery of these relationships, and the study of the causes behind this pattern. phylogeny -- The evolutionary relationships among organisms; the patterns of lineage branching produced by the true evolutionary history of the organisms being considered.
- Interactive uses a CTD (conductivity – temperature – depth) package to probe plumes (spread out volumes of water above where scalding hot water from underwater vents) A hydrothermal vent is a fissure in a planet's surface from which geothermally heated water issues. Hydrothermal vents are commonly found near volcanically active places, areas where tectonic plates are moving apart, ocean basins, and hotspots.[1] Hydrothermal vents exist because the earth is both geologically active and has large amounts of water on its surface and within its crust. Common land types include hot springs, fumaroles and geysers. Under the sea, hydrothermal vents may form features called black smokers. Relative to the majority of the deep sea, the areas around submarine hydrothermal vents are biologically more productive, often hosting complex communities fueled by the chemicals dissolved in the vent fluids. Chemosynthetic bacteria and archaea form the base of the food chain, supporting diverse organisms, including giant tube worms, clams, limpets and shrimp. Active hydrothermal vents are believed to exist on Jupiter's moon Europa, and Saturn's moon Enceladus,[2] and it is speculated that ancient hydrothermal vents once existed on Mars.[1][3]
- Aphasia – patient unable to understand language in its written or spoken form, caused by brain damage
- Scientists play a key role
- Asynchronous discussion allows learners to critically evaluate the material
- Useful essays, videos, interactives that easily integrate into the classroom
- One interesting thing is that, while very often one has the challenge of adapting courses originally created in-person to an online or blended environment, our courses were born online, and for several years we kept them that way. But then we began to wonder about the opportunities to leverage the building and our own experience in in-person teacher professional learning. We created several workshops that mixed and matched in various ways selected SoS content with activities, tours, scientist talks that were often done in a Museum setting. In 2010 we collaborated with the Met on “Art, Science and Inquiry”…and the next year expanded this to include…The experience typically involved a day at the Met, a day at AMNH and two or three weeks online with…teaching cases, curators, etc. Blended Brain…Denver Museum of Nature and Science, Exploratorium and AMNH. Involved…Presented at Museums on the Web…interesting to think about possibilities for an institution synchronous/asynchronous/online/onsite. Logistics is a challenge, but benefits cited in the evaluation include…
- One interesting thing is that, while very often one has the challenge of adapting courses originally created in-person to an online or blended environment, our courses were born online, and for several years we kept them that way. But then we began to wonder about the opportunities to leverage the building and our own experience in in-person teacher professional learning. We created several workshops that mixed and matched in various ways selected SoS content with activities, tours, scientist talks that were often done in a Museum setting. In 2010 we collaborated with the Met on “Art, Science and Inquiry”…and the next year expanded this to include…The experience typically involved a day at the Met, a day at AMNH and two or three weeks online with…teaching cases, curators, etc. Blended Brain…Denver Museum of Nature and Science, Exploratorium and AMNH. Involved…Presented at Museums on the Web…interesting to think about possibilities for an institution synchronous/asynchronous/online/onsite. Logistics is a challenge, but benefits cited in the evaluation include…
- One interesting thing is that, while very often one has the challenge of adapting courses originally created in-person to an online or blended environment, our courses were born online, and for several years we kept them that way. But then we began to wonder about the opportunities to leverage the building and our own experience in in-person teacher professional learning. We created several workshops that mixed and matched in various ways selected SoS content with activities, tours, scientist talks that were often done in a Museum setting. In 2010 we collaborated with the Met on “Art, Science and Inquiry”…and the next year expanded this to include…The experience typically involved a day at the Met, a day at AMNH and two or three weeks online with…teaching cases, curators, etc. Blended Brain…Denver Museum of Nature and Science, Exploratorium and AMNH. Involved…Presented at Museums on the Web…interesting to think about possibilities for an institution synchronous/asynchronous/online/onsite. Logistics is a challenge, but benefits cited in the evaluation include…
- Graphic of Overall Experience – three institutions/regions + online experience Course basics: times, instructors, syncing, online commonality and customization Location: LMS + physical spaces (include photos) Media (HHMI, Cookies, RDS intro, describe others) Activities (Distortion goggles, Models of neural connections, AMNH Halls, DMNS?) Discussions (Find two or three good examples)
- “Both the Denver Museum of Nature and Science and the Exploratorium have a long history of teacher professional development, and, like AMNH, both have experience in online education. The Exploratorium emphasizes interactive, hands on activities in their in-person workshops and has utliized synchronous offerings online. Denver has offered a number of blended offerings to teachers in the past, typically integrating science content and pedagogy. Their history of high-quality professional development, their willingness to explore this new realm along with their capacity to support such a project made them ideal partners.” AMNH – scientists, content Exploratorium – interactive, hands-on, synchronous online DMNS – blends: asynchronous online pedagogy, application of brain research to teaching Inverness Research Associates – critical friend and evaluator “Our partners in this effort were the Denver Museum of Nature and Science as well as the Exploratorium in San Francisco. All three of us had experience in online teacher professional development.
- We currently have nine higher education partners who provide graduate credit to our courses. How partnerships work. Honestly, they usually don't. That is, most discussions never come to fruition...and probably for good reason. (1) Need - they can do it themselves. But these are accessible, science rich content courses geared toward busy educators with classroom connections; (2) NIH (3) $$$ Interestingly, have talked with many students and university professors who encourage students to take the course and transfer it in. And we are great with that. I showed you the bleneded learning, including the MIBOs, deliberately, because I am hoping that one or more of you brave souls will follow up with me for that crazy idea you have - whether it's mixing online and in-person, content and pedagogy, or a six-dimensional teletransporting through a wormhole with desktop videoconfereincing (whatever that means).
- Okay, now I admit this is a pretty bright view of the future.
- You may prefer this.
- I’m going to stay with this one. When I first began ventured into online learning more than 20 years ago, I remember reading a description of online learning as “the lecture worsened”. I think it’s now clear that online education – and certainly blended education - can be so much more. Thanks again. [FINIS] For me, some recurring themes persist. Among these are issues of access, innovation, revenue and cost. And both the opportunities and challenges of partnership. I look forward to learning more about SUNY’s efforts and I think that we at the Museum who have been lucky enough to have toiled in these gardens of online and blended learning have benefited enormously from the richness of the scientific Enterprise at AMNH – including its scientists, labs and collections – as well as the remarkable teaching opportunities which exhibitoin spaces afford. As we move forward, we will continue to work to provide authentic science learning experiences across the lifespan. We will continue to take advantage of new scientific research and new pedagogical approaches. We will also continue to explore new partnerships, particularly with higher education institutions. If any of you have an interest along those lines, please let me know. Thanks very much. At the Museum: continue to provide accessible and innovative education – ONLINE, ON-SITE and IN COMBINATION across audiences PInformed by NGSS…as it is rolled out across New York City, New York State and in many state across the country, we want to support teachers, help bring them together, online and onsite, to help forge understandings and share practice …TO