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Visionlearning. Carpi & Lents, Sloan C 10.2009


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Visionlearning: Building an open online learning environment for promoting the nature and practice of science. Anthony Carpi & Nathan Lents as presented to the Sloan C conference, October 30, 2009.

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Visionlearning. Carpi & Lents, Sloan C 10.2009

  1. 1. Visionlearning: Building an open online learning environment for promoting the nature and practice of science Nathan Lents & Anthony Carpi John Jay College, The City University of New York The Power of Online Learning: Opportunities for Tomorrow October 30, 2009
  2. 2. Shortcomings of Textbooks <ul><li>“ a mile wide and an inch thick” </li></ul><ul><li>Project 2061, AAAS </li></ul><ul><li>Expensive </li></ul>
  3. 3. Visionlearning
  4. 4. Library > 70 modules
  5. 5. Modules
  6. 6. MyClassroom
  7. 7. Visionlearning
  8. 8. Science Glossary iPhone ® app
  9. 9. Quantitative Evaluation Carpi, 2001, J. Coll. Sci. Teach. Mean Assessment Quiz Scores in 8 sections of NSC107  (n = 454) Group 1:  Sections Using Visionlearning Group 2: Sections Using Prior Web & Text Group 3: Section Using Textbook Only Quiz Score by Section ± 95% CI 77 ± 3 76 ± 4 78 ± 3 62 ± 5 61 ± 3 66 ± 5 63 ± 4 55 ± 6 Mean 77 ± 2 63 ± 2 55 ± 6
  10. 10. Quantitative Evaluation Carpi, 2001, J. Coll. Sci. Teach. Mean Quiz Scores Categorized by Web Site Use Site Use Often:  > 1x/week Occasional: 1-2x/month Seldom: 1-2x Never Mean Score ± 95% CI 76 ± 2 68 ± 5 64 ± 4 61 ± 2
  11. 11. Purpose of Science Education? <ul><li>1990’s, both AAAS and the NRC develop science education standards that included components of the nature and process of science (AAAS, 1993; NRC, 1996). </li></ul><ul><li>Yet, “Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts.” </li></ul>Alberts, 2009, Science,
  12. 12. The Process of Science Selected Key Concepts <ul><li>Science is a process of investigation into the natural world and the knowledge generated through that process. </li></ul><ul><li>Scientific theories are testable explanations supported by multiple lines of evidence. </li></ul><ul><li>Scientific knowledge evolves with new evidence and perspectives. </li></ul><ul><li>Science benefits from the creativity, curiosity, diversity, and diligence of individuals. </li></ul><ul><li>The community of science engages in debate and mitigates human errors. </li></ul><ul><li>Uncertainty is inherent in nature, but scientists work to minimize and quantify it in data collection and analysis. </li></ul><ul><li>Scientists value open and honest communication in reporting research. </li></ul>
  13. 13. The Process of Science Modules Developed <ul><li>Science </li></ul><ul><li>The Nature of Scientific Knowledge* </li></ul><ul><li>Theories, Hypotheses, & Laws † </li></ul><ul><li>Scientists & the Scientific Community </li></ul><ul><li>Scientific Institutions </li></ul><ul><li>Scientific Controversy* </li></ul><ul><li>Scientific Ethics </li></ul><ul><li>Scientific Communication </li></ul><ul><li>Journals & Articles </li></ul><ul><li>The Literature </li></ul><ul><li>Peer Review </li></ul><ul><li>Research Methods </li></ul><ul><li>Comparison </li></ul><ul><li>Description </li></ul><ul><li>Experimentation </li></ul><ul><li>Modeling </li></ul><ul><li>Data </li></ul><ul><li>Analysis & Interpretation </li></ul><ul><li>Uncertainty, Error & Confidence </li></ul><ul><li>Statistics </li></ul><ul><li>Using Graphs & Visual Data </li></ul>† In press, *In development
  14. 14. Process of Science in NSC107 <ul><li>Incorporation of 10 “Process” modules: </li></ul><ul><ul><li>5 Research Methods modules; </li></ul></ul><ul><ul><li>4 Data & Analysis modules; </li></ul></ul><ul><ul><li>Understanding Scientific Journals. </li></ul></ul><ul><li>Integration of data and research into the curriculum instead of simply outcomes </li></ul>
  15. 15. Pre-Assessment <ul><li>Main point of science ? </li></ul><ul><ul><li>Use of experimentation to solve or understand scientific equations. </li></ul></ul><ul><ul><li>Scientific method is the basis of all scientific experimentation. </li></ul></ul><ul><ul><li>How to make an experiment. </li></ul></ul><ul><ul><li>Experimenting. </li></ul></ul><ul><ul><li>How to experiment with research. </li></ul></ul>
  16. 16. Post-Assessment <ul><li>Main point of science ? </li></ul><ul><ul><li>One of the main things I will take away is that I know the functions of science. Perhaps that[s] all, but before I felt that I did not know much, but now I know how and why certain things happen. Overall, in order to know things, not just in science, research is necessary, time, interest, dedication and ultimately a group and foundation of people working together. </li></ul></ul><ul><ul><li>The main thing I will take away is a different perspective on things. Science was always taught only one way, and that was it. There was no variation or anything. This class allowed me to see science in another light. </li></ul></ul>
  17. 17. Next Steps <ul><li>Implement targeted Process instruction in treatment-control scenario in Freshman Chemistry and Freshman Biology – Fall 2009 </li></ul><ul><ul><li>Impact on science understanding </li></ul></ul><ul><ul><li>Impact on course content comprehension </li></ul></ul>
  18. 18. Acknowledgements <ul><li>U.S. Department of Education FIPSE program </li></ul><ul><li> </li></ul>