Collaborative Research: CI-TEAM Demo: Adventure Learning through Water and MOSS

“CI-TEAM演示：通过水和苔藓进行冒险学习”项目吸引了爱达荷州的K-12学生，通过新颖的在线学习环境支持的户外数据收集探险，对水资源问题进行有意义的调查。学生收集与基于探究的课程相关的真实数据，这些数据在在线环境中共享。然后，来自爱达荷州各地的学生、教师和内容专家使用最新的低成本、高科技仪器，以有意义的方式围绕数据进行交流和协作。McCall户外科学学校（MOSS）作为非正式的科学教育提供者和项目任务的基石，作为水探险的大本营。水上探险以探究为导向，关注四季水资源的各个方面。MOSS还作为网络学习的主机，在线环境的发展正在进行。通过EPSCoR提供的种子基金提供了设计初始网络界面组件的手段（http://mossi.tfhsbruins.com/index/index/）。目前的在线学习环境正在重新设计，部分使用冒险学习（AL）框架，该框架是由德克萨斯大学奥斯汀分校的合作PI所定义的。人工智能是一种混合和在线教育的方法，它为学生提供了在协作学习环境中通过真实的学习体验来研究现实世界问题的机会。人工智能框架由九个精心集成的组件组成，这些组件组合在一起，可以开发基于查询的在线学习环境。在线学习环境与课程相辅相成，两者共同培养了一种有机的学习体验，既利用了社会技术的支持，也利用了户外提供的真实学习机会。支持这些努力的课程将在网上免费提供。此外，在线学习环境将免费提供给整个爱达荷州感兴趣的教师。此外，人工智能水上考察的设计将使爱达荷州的教师能够在莫斯进行人工智能水上考察的同时，进行他们自己的人工智能水上考察。当其他地方的教师和学习者学习同一主题时，在线学习环境为地理上分散的参与者提供了协作和互动的机会。然后，这些位置可以对问题进行自己的本地探索，共享数据并使用来自MOSS和其他类的数据来支持本地化查询。知识价值。参与这个项目的学生正在发展和锻炼21世纪的关键工作技能。真正的科学探究将培养学生的科学素养和科学技能。这些技能包括数据收集、提出问题、观察、推断和分类。通过参与在线学习环境，学生也获得了宝贵的技能，例如管理数字信息和数据、与他人合作以及参与虚拟实践网络的能力。更广泛的影响。许多参加MOSS活动的学生群体代表性不足（如美洲印第安人、女性和农村）。此外，通过在线环境，为代表性不足的学生消除了许多参与障碍。已资助项目和潜在项目也表达了对该项目的兴趣。这些表达强调了围绕一个充满社交支持的在线学习环境的成熟协同潜力，该环境为用户提供了上传/输入数据并以有意义的方式围绕数据进行交互的机会。

The project "CI-TEAM Demo: Adventure Learning through Water and MOSS" is engaging K-12 students throughout Idaho with meaningful inquiries into water resource issues through outdoor data-collection expeditions supported via a novel online learning environment. Students collect authentic data related to an inquiry-based curriculum and this data is shared within the online environment. Students, teachers, and content experts from throughout Idaho then communicate and collaborate in meaningful ways around data using the latest in low cost, high tech instrumentation. The McCall Outdoor Science School (MOSS) is serving as an informal science education provider and cornerstone to the project mission by serving as the base camp for water expeditions. Water expeditions are inquiry-driven and focus on various aspects of water resources inherent in the four seasons. MOSS also serves as the cyberlearning host for which online environment development is taking place. Seed funding through EPSCoR has provided the means to design initial web interface components (http://mossi.tfhsbruins.com/index/index/). The current online learning environment is being redesigned, in part, using the Adventure Learning (AL) framework as defined by the work of the collaborating PI at the University of Texas, Austin. AL is an approach to hybrid and online education that provides students with opportunities to investigate real-world issues through authentic learning experiences within collaborative learning environments. The AL framework consists of nine carefully integrated components, which, taken together, enable the development of an inquiry-based online learning environment. The online learning environment complements the curriculum, and together the two foster an organic learning experience that capitalizes on both the affordances of social technologies as well as on the opportunities provided by the outdoors for authentic learning. The curriculum supporting these endeavors will be made available for free online. Additionally, access to the online learning environment will be provided free of charge to interested teachers throughout Idaho. Furthermore, the AL water expeditions will be designed to enable teachers from throughout Idaho the ability to conduct their own AL water expeditions in conjunction with the AL water expeditions being conducted at MOSS. While teachers and learners in other locations study the same topic, the online learning environment provides opportunities for collaboration and interaction between geographically dispersed participants. These locations are then enabled to conduct their own local exploration of the issue, share data and use the data from MOSS and other classes to support localized inquiries. Intellectual Merit. Participating students in this project are developing and exercising key 21st century workforce skills. Authentic scientific inquiry leading to scientific literacy, as well as scientific skills will be developed in students. These skills include data collection, posing questions, making observations, inferring, and classifying. Students are also securing invaluable skills through their participation in the online learning environment, such as the ability to manage digital information and data, collaborate with others, and participate in virtual networks of practice. Broader Impact. Many of the student groups participating in MOSS activities are underrepresented (e.g. American Indian, female, and rural). In addition, through the online environment many of the barriers to participation are eliminated for underrepresented students. Interest in this project has also been expressed by funded and potential projects. These expressions highlight the ripe potential for synergy around an online learning environment replete with social affordances that provide users with the opportunity to upload/input data and interact in meaningful ways around the data.