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

“CI-Team演示：通过水和苔藓进行探险学习”项目吸引了爱达荷州的K-12学生，通过一个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，围绕数据以有意义的方式进行交流和协作。麦考尔户外科学学校(MOSS)是一个非正式的科学教育提供者，也是项目使命的基石，它是水上探险的大本营。水上探险是以调查为导向的，重点关注四季水资源的各个方面。MOSS还担任正在进行在线环境开发的网络学习主持人。通过EPSCoR提供的种子资金提供了设计初始Web界面组件(http://mossi.tfhsbruins.com/index/index/).)的手段目前的在线学习环境正在重新设计，部分使用了德克萨斯大学奥斯汀分校合作PI所定义的冒险学习(AL)框架。AL是一种混合和在线教育的方法，为学生提供了在协作学习环境中通过真实的学习体验来调查现实世界问题的机会。AL框架由九个精心集成的组成部分组成，这些组成部分结合在一起，能够开发一个以探究为基础的在线学习环境。在线学习环境是对课程的补充，两者共同培养了一种有机的学习体验，既利用了社交技术的负担能力，也利用了户外提供的真正学习的机会。支持这些努力的课程将在网上免费提供。此外，爱达荷州各地感兴趣的教师将免费访问在线学习环境。此外，AL水探险的设计将使来自爱达荷州各地的教师能够在莫斯进行的AL水探险的同时进行他们自己的AL水探险。虽然其他地方的教师和学生学习相同的主题，但在线学习环境为分散在不同地理位置的参与者之间提供了合作和互动的机会。然后，这些位置能够对问题进行自己的本地探索，共享数据，并使用MOSS和其他类的数据来支持本地化查询。智力上的功绩。参与这个项目的学生正在开发和练习21世纪的关键劳动力技能。真正的科学探究将导致学生的科学素养以及科学技能的培养。这些技能包括数据收集、提出问题、观察、推理和分类。学生还通过参与在线学习环境获得宝贵的技能，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不足(例如，美国印第安人、女性和农村人)。此外，通过在线环境，代表人数不足的学生消除了许多参与障碍。已资助和潜在的项目也表达了对该项目的兴趣。这些表述突出了围绕在线学习环境发挥协同作用的成熟潜力，这种环境充满了社会负担，为用户提供了上传/输入数据和以有意义的方式围绕数据进行互动的机会。

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.