Building communities of teaching practice and data‐driven open education resources with NEON faculty mentoring networks
Building communities of teaching practice and data‐driven open education resources with NEON faculty mentoring networks
复制标题
通过 NEON 教师指导网络构建教学实践和数据驱动的开放教育资源社区
DOI：
10.1002/ecs2.4210
复制
发表时间：
2022
期刊：
影响因子：
2.7
通讯作者：
Grayson, Kristine L.
中科院分区：
文献类型：
--
作者：
Naithani, Kusum;Jones, Megan;Grayson, Kristine L.
随着生态学中大数据的可用性和可访问性不断提高，我们迫切需要在数据科学实践和工具方面培训下一代科学家。在本科课堂上实施数据驱动课程的最大障碍之一是缺乏对教育工作者的培训和支持，以发展他们自己的技能和时间，将这些原则纳入现有课程或开发新课程。除了氖的研究目标外，提供教育和培训是建立科学家和用户社区的关键组成部分，这些科学家和用户能够利用大规模的生态和环境数据。为了满足这一需求，氖数据教育研究员计划作为氖的科学家和有兴趣在生态学教室中使用氖数据和资源的大学教师之间的协作教师指导网络（FMN）而形成。与其他FMNs一样，该小组有两个主要目标：（1）为有兴趣开发数据驱动课程的教师提供工具，资源和支持;（2）使已在课堂上实施和测试的教材作为开放教育资源提供给其他教育工作者。我们使用定量本科生物学教育和综合（QUBES）项目的开放式教育和协作平台举办了这个项目。在这里，我们分享了从促进五个FMN群组中吸取的经验教训，并强调了通过社区驱动的合作开发开放教育资源的成功，陷阱和机会。
With the growing availability and accessibility of big data in ecology, we face an urgent need to train the next generation of scientists in data science practices and tools. One of the biggest barriers for implementing a data‐driven curriculum in undergraduate classrooms is the lack of training and support for educators to develop their own skills and time to incorporate these principles into existing courses or develop new ones. Alongside the research goals of the NEON, providing education and training are key components for building a community of scientists and users equipped to utilize large‐scale ecological and environmental data. To address this need, the NEON data education fellows program formed as a collaborative faculty mentoring network (FMN) between scientists from NEON and university faculty interested in using NEON data and resources in their ecology classrooms. Like other FMNs, this group has two main goals: (1) to provide tools, resources, and support for faculty interested in developing data‐driven curriculum and (2) to make teaching materials that have been implemented and tested in the classroom available as open educational resources for other educators. We hosted this program using an open education and collaboration platform from the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. Here, we share lessons learned from facilitating five FMN cohorts and emphasize the successes, pitfalls, and opportunities for developing open education resources through community‐driven collaborations.