The document discusses motivations for integrating citizen science into higher education curricula. It describes how citizen science projects can provide hands-on learning opportunities for students to develop scientific and soft skills. Specifically, it presents the development of a campus biodiversity recording app as a case study where students are engaged in fieldwork using mobile devices to identify and map local species. Another example discussed is Project Splatter, a citizen science project that collects data on roadkill observations to analyze spatial and temporal patterns and map invasive species ranges.
Educating Problem-Solvers for Our Emerging Digital EcosystemRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building a curriculum that develops self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
Creating Digital Content for Learning Purposes in Sciences using Project Base...Chole Richard
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
Pbl learners in digital content creation in sciencesChole Richard
Presentation on a newly thought out project using concept of project based learning program to engage learners in digital content creation for learning purposes in sciences.The presentation was made with objective of sharing a new concept in learning and to subject the project to teacher evaluation.
Introduction to NSF-sponsored Big Data Education ProjectBig Data Education
Date: 2015-12-11
Presenter: Eun-Kyeong Kim (eun-kyeong.kim@psu.edu)
Symposium: The 17th KOCSEA (Korean Computer Scientists and Engineers Association in America) Technical Symposium 2015
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
The role of learning in citizen scienceMuki Haklay
This is a presentation from the citizen science impact event at the Open University http://www.open.ac.uk/blogs/opentel/citizen-science-impact-event-at-the-open-university/
Citizen science offer different levels of engagement to participants, which have been captured in typologies of the field (contributory, collaborative, co-created, collegial / crowdsourcing, distributed intelligence, participatory science, extreme citizen science). These typologies do no explicitly examine learning. At the same time, projects and activities striving to fulfil multiple goals (excellent scientific output, satisfying engagement, good recruitment, learning …). Within ythe range of citizen science project, we can consider different aspects of learning that are occurring in them, Projects and use examples from a range of project, and raise some aspects that can help those who are designing co-created projects.
As part of the ALIA professional development series - "What's your job title mean?" - this presentation describes what's involved working with Informatics in Digital Humanities & Education at the University of Melbourne.
Visualising activity in learning networks using open data and educational ...Michael Paskevicius
Delivered October13, 2011 in Cape Town South Africa at the 2011 Southern African Association for Institutional Research forum
Abstract
As more student academic activities involve both institutional and social networks, educational analysts are needing to investigate ways in which this data can be collected and interpreted to enhance learning experiences. Data recorded as students explore personal learning environments is most often not accessible or incomplete. Here we explore some of the approaches that exist to use these social networking platforms along with information from the learning management system and academic records. Combining and analysing this data has allowed us to create a number of interesting visualizations exposing patterns which would have been impossible to glean from looking at the data alone. In an age of data abundance we reflect on using some of these new measures in relation to improving learning design, increasing academic responsiveness and enhanced student experiences.
The role of learning in community science and citizen scienceMuki Haklay
This are slides from the talk on 12 Oct, Joint workshop of the Teaching and Learning and Citizen Science Special Interest Groups of the British Ecological Society, which was held on 12th October 2018 at the University of Reading. The talk explores links between learning and citizen science - contributory and collegial in particular. This is an improved version of the Citizen Inquiry slides
Educating Problem-Solvers for Our Emerging Digital EcosystemRebecca Davis
What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon an integrative vision of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building a curriculum that develops self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
Creating Digital Content for Learning Purposes in Sciences using Project Base...Chole Richard
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
Pbl learners in digital content creation in sciencesChole Richard
Presentation on a newly thought out project using concept of project based learning program to engage learners in digital content creation for learning purposes in sciences.The presentation was made with objective of sharing a new concept in learning and to subject the project to teacher evaluation.
Introduction to NSF-sponsored Big Data Education ProjectBig Data Education
Date: 2015-12-11
Presenter: Eun-Kyeong Kim (eun-kyeong.kim@psu.edu)
Symposium: The 17th KOCSEA (Korean Computer Scientists and Engineers Association in America) Technical Symposium 2015
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
The role of learning in citizen scienceMuki Haklay
This is a presentation from the citizen science impact event at the Open University http://www.open.ac.uk/blogs/opentel/citizen-science-impact-event-at-the-open-university/
Citizen science offer different levels of engagement to participants, which have been captured in typologies of the field (contributory, collaborative, co-created, collegial / crowdsourcing, distributed intelligence, participatory science, extreme citizen science). These typologies do no explicitly examine learning. At the same time, projects and activities striving to fulfil multiple goals (excellent scientific output, satisfying engagement, good recruitment, learning …). Within ythe range of citizen science project, we can consider different aspects of learning that are occurring in them, Projects and use examples from a range of project, and raise some aspects that can help those who are designing co-created projects.
As part of the ALIA professional development series - "What's your job title mean?" - this presentation describes what's involved working with Informatics in Digital Humanities & Education at the University of Melbourne.
Visualising activity in learning networks using open data and educational ...Michael Paskevicius
Delivered October13, 2011 in Cape Town South Africa at the 2011 Southern African Association for Institutional Research forum
Abstract
As more student academic activities involve both institutional and social networks, educational analysts are needing to investigate ways in which this data can be collected and interpreted to enhance learning experiences. Data recorded as students explore personal learning environments is most often not accessible or incomplete. Here we explore some of the approaches that exist to use these social networking platforms along with information from the learning management system and academic records. Combining and analysing this data has allowed us to create a number of interesting visualizations exposing patterns which would have been impossible to glean from looking at the data alone. In an age of data abundance we reflect on using some of these new measures in relation to improving learning design, increasing academic responsiveness and enhanced student experiences.
The role of learning in community science and citizen scienceMuki Haklay
This are slides from the talk on 12 Oct, Joint workshop of the Teaching and Learning and Citizen Science Special Interest Groups of the British Ecological Society, which was held on 12th October 2018 at the University of Reading. The talk explores links between learning and citizen science - contributory and collegial in particular. This is an improved version of the Citizen Inquiry slides
Similar to Motivations for integrating Citizen Science into Higher Education curricula (20)
Workshop at the British Ecological Society Annual Meeting - Belfast 2019 #BES2019. Developing key graduate skills for ecology students while on fieldwork.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
9. Students’ thoughts on using KiteSite in BYOD field session
Development of a campus
biodiversity recording app
10. 1. Skills training
Scientific skills: Sampling strategy & techniques, digital mapping,
data accuracy and reliability issues…
‘Soft skills’: digital literacies, global citizenship, team working…
Teaching motivations
11. 2. Active Learning (Fieldwork)
For large class sizes
For MOOCs (Massive Open Online Courses)
Enquiry-based learning
Teaching motivations
16. Research questions:
Where – spatial hotspots?
When – temporal hotspots?
Protected species?
Mapping invasive species
Behavioural studies
Project Splatter – Social media
PLATform for Estimating Roadkill
17. Skills training
Scientific skills: wildlife identification, data analysis, GIS,
mapping, project design, GIS, data mining in Twitter, data
management and handling, web design, grant writing
‘Soft skills’: Twitteracy, professional online behaviour, media
skills, creativity
What is this?
What do you think?
Project Splatter
Send me stuff
18. How to manage citizen science generated big data?
Project Splatter
19. Motivations for using Citizen Science in HE
Inputs
Project design
Project implementation
Outputs
Outcomes
20. Motivations for using Citizen Science in HE
Inputs
Project design
Project implementation
Outputs
Outcomes