Monterey Bay Aquarium Research Institute
EARTH

EARTH logo

March 7-8, 2002
Education and Real-Time Data Workshop: Where should the two meet?

Introduction

Day One

Day Two

EARTH Website

Friday March 8th
0830:           Breakfast served at MBARI
0900-0915:  Review from yesterday and charge for today*
0915-1015:  Break into smaller groups for discussion
1015-1030:  Break
1030-1100:  Summary from second breakout session
1100-1200:  Workshop summary and plan for the future
1200:            Lunch to be served at MBARI

Tour of MBARI and Mooring Lab after lunch

*Charge for second breakout

�We don�t want to add curriculum to teacher�s workload, we want to facilitate teaching with technology�

  • �Pull� is better than �Push�
  • Use of �packaged� data is good (archived data)
    • Access to �raw� data is good either now or later
  • Data intervals
    • Provide access to data in varying increments (hours, days, weeks, months)
  • Case Studies
    • Justification
    • Examples
  • Participation
    • "Publish" student work
    • Discussions with and between peers/professionals
    • Ability to submit proposals
    • Tools to interact with
      • Exploration
      • Graphs
      • Models
  • Assessment

RED Curriculum design or Data (which comes first?)

What we want!

  1. Archival data
    1. For use with content delivery (�clean�/�good� data)
    2. Can generate good exemplars
    3. Background
  2. Near-real-time� real-time
    1. User/data dependent. Need data supplied in different intervals. Time frame really depends on curriculum
      1. Sometimes �long-term� (> 1 day)
      2. Sometimes �short-term� (e.g hourly)
    2. Data consistency (need basically 100%; "need to know it will be there when I teach my class")
  3. Access to "raw" and "pre-packaged" data
    1. Raw could be used for predictions and innovative learning (access can be either now or later)
    2. Pre-packaged � everything from graph and charts to complete, interactive models (based on real data)
    3. Data needs to be ubiquitous � able to import it into different software packages.
  4. Interface� range of accessibility
    1. From simple (e.g. label graphs with background information
      1. Why is this important
    2. To complex (how will teachers access data)
    3. Linked to standards?

BLUE Needs

  • Need for informative products that engage the students (e.g. Oceans) in learning process of science
  • Need to introduce students to the process of science as a human endeavor
    • More to science/behind science than what can be found in books
    • Engineering and technology
    • Careers
  • Need for an integrated approach; applicable to many disciplines and diverse backgrounds
  • Need to focus on under-represented groups
    • Make it more appealing to both students and faculty
    • Empower faculty to broaden their teaching techniques and skills
  • Need to fit within existing curriculum
  • Real data will facilitate all of this and makes the topics more relevant
  • Need to be aware that poor internet connections are the norm not the exception
  • Need to be aware that a lot of faculty/students are not comfortable with the technology or the content matter.
    • A support network is important
Data
  • Need for all of the �standard� data but also need to include the other types of data that MBARI is collecting (e.g. fluorometry, PAR, Metsys)
  • Start with Archived data
  • 2-3 years down the road
    • integrate real-time data
    • include global stories
Products
  • Prefer 'packaged' data with "pull." This should be figures, charts, etc and should include the access to 'raw' data later.
  • Use existing websites (e.g. NOAA) as a model
  • Include "Person in residence"
  • Include discussion board with the ability to post results
  • Include simple stories (e.g. spatial/temporal variability) to inspire/motivate teachers and students.

GREEN Data

  • Real-time data may not be necessary/useful
    • Archived data most valuable
    • Need to consider trends at different time scales
  • Near-real-time data could be valuable to compare recent trends to historical trends; test models; make/test predictions
  • Integrate MBARI buoy data with data from other buoys, data from satellites, data from other MBARI resources (ship, rov�s)
  • Make predictions or models, then test.
Case studies
  • How would the data be used?
  • Different levels/time needs
  • El Nino/La Nina; upwelling; primary productivity; seasonal freshwater input; tidal; seasonal; meteorological data
  • Tell the story behind the moorings
    • Why are they there?
    • How are they built?

Website


Full-hemisphere views of the Earth from GOES (Geostationary Operational Environmental Satellites).
GOES satellites are built by NASA and operated by NOAA.
EARTH logo designed by Jennifer Trask, 2003
Last updated: Sep. 24, 2009