Learner-directed Learning in Online Geoscience Education

Suzanne T. Metlay, Ph.D.

Front Range Community College

Longmont, CO (USA)

Geological Society of America – Charlotte, NC

Session T73: Successful Strategies for Teaching Online Geoscience Courses

4 November 2012

Image: SERC.Carleton.edu

Learner-Directed Learning:Build confidence & capability

Roger Hiemstra & Ralph Brockett (1994)

“From behaviorism to humanism…”

http://www-distance.syr.edu/sdlhuman.html

5 common Learning Orientations:Each can be useful & Used Online1) Humanist

Learning transforms the learner, both intellectually and emotionally Self-directed activities, experiential education; affect and self-worth

2) Behaviorist

Learning involves changes in behavior from stimulus and response Games, simulations, incentives, reinforcements

3) Cognitive

Learning is about knowledge and internal mental processes Concept mapping, “chunking” information, learning environment

4) Critical Reflection

Learner identifies and evaluates own learning experiences & outcomes Self-reflection, scenario building, focus group inquiry

5) Social Learning

Learner must actively engage in social interaction and society itself Internships, peer partnerships, service learning

http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/2dlearningtheories.html

From Guided Questions…(1) Direct students to specific websites designed for

education & outreachLab 2: http://facweb.bhc.edu/academics/science/harwoodr/Geol101/Labs/Minerals/

Analyze and identify each mineral sample

Credit: Richard Harwood, Black Hawk College

To active learning… (2) Walk students through an activity

Lab 6: Go to http://kepler.nasa.gov/multimedia/Interactives/keplerFlashAdvDiscovery/#

and select “Kepler Exoplanet Transit Hunt”. Click and hold the grey ring labeled “Telescopic View”. Drag it over the blinking white dot that represents a star.

Take data from each star Analyze data with worksheet provided

What is a habitable zone? Which stars have exoplanets in habitable zone?

(3) Guide students to teach themselves through reading text and watching videos

Lab 8: Register and log in to www.SolarStormWatch.comLook at the menu to options on the left-hand side.Follow the directions provided below to fulfill the requirements of this exercise and successfully navigate the website.

Transition up Bloom’s Taxonomy tie facts to concepts/relationships

To Self-Discovery…(4) Begin with guided questions, end with quest/explanation

Lab 10: Go to http://www.ciclops.org/ir_index_main.php Click on the “New Horizons Imaging Diary”. Find TWO (2) interesting images of Jupiter and/or Saturn – provide the links.

In your own words: Explain what is pictured Discuss why it is interesting Compare to two images of Earth’s atmosphere at http://earthobservatory.nasa.gov/ Analyze similarities and differences between the images

Earth’s Tropical Storm Keilahttp://earthobservatory.nasa.gov/NaturalHazards/view.php?id=76346

Jupiter’s “Little Red Spot”http://www.ciclops.org//view_media.php?id=19481

NASA Orbiter Images –

“This puny excuse for a hurricane on Earth snuggles up against the coasts of Yemen and Oman. It is but a freckle on the face of Earth… Earth's storm front is also mostly water vapor, while the coloring of Jupiter's red spot is indicative of more noxious cloud formations.”

– AST 101 student, Fall 2011

…To Total Learner-Directed Learning(5) Guide students through complete self-directionLab 12: Select a CITIZEN SCIENCE site like Zooniverse.com or Cosmoquest.org for a project such as http://cosmoquest.org/moonmappers/ Please follow the directions on site and analyze at least ten (10) images.   Report on your experience here.

Please explain your procedure (step by step). Be as detailed as possible. Give me at least two (2) paragraphs describing what you did and what you learned.

http://cosmoquest.org/mappers/moon/FullMoonMaker.php

Develop Your Own pedagogical Tools: 1(1) Modify your student’s mindset:

“I hate _____” (math, writing, science, etc.) “Nature Deficit Disorder” “I can’t…” to “I don’t know how to…”

(2) Develop skills for basic competence What are key skills, abilities, content? Constraints? Professional considerations?

Vocational vs. General Education

Adult learners need “Why” before “How”

make learning relevant to their lives & work

(3) Identify essential tools

Apps (Android & iPhone), Google Earth, other implements & equipmentCritical thinkingStudent resourcefulness

All images: Zazzle.com

Develop Your Own pedagogical Tools: 2

http://www.seriouseats.com/2009/10/the-food-lab-science-of-how-to-cook-perfect-boiled-eggs.html

Pearson Education, 2006

(4) Teach methods/techniques that online students can do from home

Develop Your Own pedagogical Tools: 3(5) Consider professional behavior

Professional ethics Legal, social, political issues

Convicted seismologists in Italy Fracking and groundwater: pros & cons

(6) Have students present their work Peer instruction Mock professional presentations: Posters, Recorded PowerPoint, Prezi

Credit: Morag Perkins, 25 June 2012 Credit: James Russell, Hampton Univ.

Noctilucent Clouds are a marker of methane increase (CH4 = greenhouse gas)

HUMANISM in Education: Transforming the Learner

Acknowledge and address ignorance and misinformation

“Education is a progressive discovery of our own ignorance.” - Will Durant

Realistic goals:

Workforce development (all STEM)

More scientifically literate citizens

Decision makers: Corporate, Community, Individual Voters: Resource use/development, etc.

Improved critical thinking about new information

From fear to confidence From gullibility to governing effectively

Students govern themselves Personal responsibility and accountability for learning

Questions? Comments?

Thank you!

suzanne.metlay@frontrange.edu