EXP: Collaborative Research: WeatherBlur

pi正在研究和改进基础设施的使用，以支持在线学习社区，使农村社区的当地学生、教师、渔民和科学家在非分层学习环境中参与其中。该团队正在测试和改进一个在线平台的有效性，该平台支持在地教育背景下的探究。他们正在调查这些不同人群如何相互学习，并试图确定影响他们对STEM概念和对话的理解的因素，他们正在努力制定一种结合每个人群需求和潜在贡献的最佳要素的教学法，以便真正的学习型社区能够发展。技术创新是社区学习的基础设施。研究着眼于信息扩散、新兴的通信网络、每个社区之间的学习和参与，目的是了解为使这种学习机会有效地为所有人服务所必须解决的便利和挑战。这项工作将在不同的地方进行，缅因州有六个，阿拉斯加沿海有两个。这些都是农村地区，在很多方面都是相互隔绝的，而且每个地区都经历着天气和气候的变化，影响着当地的生态系统和居民的生计。这项努力着眼于如何利用技术来促进复杂的学习和获取资源，否则这些资源在这些孤立的、往往贫穷的社区是无法获得的。该项目旨在展示如何将科学带回家到一个社区，利用社区的问题和资源使科学变得相关，希望能在老年居民中重新燃起对科学的兴趣，并在学生和教师中引起兴趣和理解。从长远来看，pi正在寻求开发一种基于地点的非分层学习社区的模式，这种模式可以在各种地方使用，每个地方都有自己的社区问题和资源。本书针对的是几个群体的学习者：学龄儿童（K-8），他们可以在他们周围的社区企业的背景下学习科学；渔民，他们贡献了自己的经验和智慧，但可能不知道他们所经历的背后的科学；其他扮演类似角色的社区成员；父母;和教师。加入的还有科学家，他们可能来自也可能不是来自同一个社区，他们会对社区正在进行的数据收集、分析和解释发表评论。科学家也将成为学习者，因为他们需要学习如何与目标人群进行良好的沟通。

The PIs are studying and refining use of infrastructure support for an online learning community that engages local students, teachers, fishermen, and scientists in rural communities in a non-hierarchical learning environment. The team is testing the efficacy of and refining an online platform that supports inquiry in the context of place-based education. They are investigating how these different populations learn together with each other and seek to determine what influences their understanding of STEM concepts and dialogues, and they are working towards a pedagogy that combines the best elements of each population's needs and potential contributions so that a true learning community can develop. The technological innovation is an infrastructure for community learning. Research looks at information diffusion, emergent communication networks, learning among each of the communities, and participation, with the aim of understanding affordances and challenges that must be addressed in making such learning opportunities work effectively for all. The effort will be carried out in a variety of locales -- six in Maine and two in coastal Alaska. Each of these is rural and in many ways disconnected, and each is experiencing shifts in weather and climate that are affecting the local ecosystems and livelihoods of residents.The endeavor looks at the ways technology can be used to foster sophisticated learning and access to resources that is otherwise unavailable in these detached and often impoverished communities. The project aims to show how to bring science home to a community, using its issues and resources to make science relevant, hopefully leading to renewed interest in science among older residents and interest and understanding among students and teachers. Over the long term, PIs are seeking to develop a model for place-based non-hierarchical learning communities that might be put to use in a variety of places, each with its own community issues and resources. Several populations of learners are addressed: school children (K-8), who can learn about science in the context of enterprises going on around them in the community; fishermen, who contribute their experiences and wisdom but may not know the science behind what they experience; other community members with similar roles; parents; and teachers. Added in will be scientists, who may or may not come from the same community, who comment on the data collection and analysis and interpretations being done by the community. Scientists, too, will be learners, as they will need to learn how to communicate well with the target populations.