Polar Extremes: Enhancing Experiential Digital Learning

两极：增强体验式数字学习是PBS科学系列NOVA制作的综合媒体和研究项目，将通过传统的讲故事和体验式数字学习环境为非正式学习者带来极地科学。 地球的顶部和底部都是荒凉、寒冷、似乎凝固在时间里的，感觉像是另一个世界，完全脱离了我们的日常生活。 然而，事实并非如此。北极和南极对我们整个星球产生深远的影响。 在这些冰雪领域的扰动可以在地球仪周围产生变革性的涟漪，改变大气和海洋的循环，影响每一种形式的生命。 尽管两极似乎是永恒不变的，但它们就像我们的星球一样，总是在变化，有着深刻而复杂的过去。 NOVA将为非正式的科学学习者提供在地球两端进行专业研究的机会，向他们介绍当今探索气候主要驱动因素的科学家，揭示过去古气候的深刻历史，或完善气候和天气模型。 项目内容包括：一部2小时的PBS全国广播纪录片（暂定名为Polar Extremes）;一个NOVA Polar Lab，一个关于极地科学的体验式互动学习平台;以及一个极地探索倡议，包括一个由10部分组成的YouTube系列、一组360个视频、虚拟实地考察和来自南极洲的社交媒体“现场”报道，沿着其他以极地为主题的视频、广播和数字新闻。 它还包括与加州大学圣巴巴拉分校（UCSB）合作进行的一项研究计划，以研究叙事驱动和体验式学习如何促进极地科学的非正式学习。 NOVA是电视上最受欢迎的科学节目，拥有强大的数字化存在，将把当前的极地科学带给数百万人。NOVA将使用一系列媒体将观众运送到偏远的极地地区，与极地科学家互动，操纵极地数据，或间接探索冻土带-使用混合学习方法。 这个项目将开发和测试两种形式的非正式学习的影响：传统的叙事驱动的讲故事和积极的，体验式学习。 这两个组成部分将通过受众研究、形成性评价或试点测试和实验来开发。 总体目标是确定联合收割机的最佳方式，并利用传统和互动媒体技术教育公众了解极地科学。 这些模式如何提高学习成果？ 这项研究使用了由国家研究理事会在非正式环境中学习科学：人，地点和追求（2009年）中开发的非正式科学学习“链框架”。 由于不同的年龄组和社会经济背景可能会对不同类型的学习材料和平台有不同的参与方式，因此项目的组成部分旨在测试各种不同的学习方法和不同的受众。 这项研究将是第一个解决各种形式的体验式教育的相对功效，以及是否主动与替代体验式学习取决于学习者的特点。 随着参与技术的不断发展，该项目将有助于告知如何最好地设计和有效地应用它们。 该项目将应用这些新的经验教训，专门向公众介绍极地研究，并为观众提供一个机会，以新的方式探索和了解这些偏远地区，使他们的生活，使他们相关，并提高学习成果。 该项目由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大获得和参与STEM学习经验，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深入学习的理解。 该项目得到了极地项目办公室（Office of Polar Programs，简称OPO）的共同资助。

Polar Extremes: Enhancing Experiential Digital Learning is an integrated media and research project produced by the PBS science series, NOVA, that will bring polar science to informal learners through traditional storytelling and experiential, digital learning environments. Stark, cold, and seemingly frozen in time, the top and bottom of the Earth feel other-worldly, completely removed from our everyday existence. Yet, nothing could be further from the truth. The Arctic and Antarctic exert profound influence over our entire planet. Disturbances in these icy realms can send transformative ripples around the globe, altering the circulation of the atmosphere and oceans, and affecting every form of life. And although the poles might seem constant and everlasting, they--like our planet--are always changing, with a deep and complex past. NOVA will provide informal science learners access to specialized research happening at the ends of the earth, introducing them to today's scientists exploring the major drivers of the climate, uncovering the deep history of past paleoclimates, or perfecting climate and weather models. The project includes: a 2-hour nationally broadcast PBS documentary (working title Polar Extremes); a NOVA Polar Lab, an experiential interactive learning platform on polar science; and a Polar Exploration Initiative consisting of a 10-part YouTube series, a collection of 360 videos, virtual field trips, and social media reporting "on location" from Antarctica, along with other polar-themed video, radio and digital journalism. It also includes a research program conducted in collaboration with the University of California, Santa Barbara (UCSB) to study how narrative-driven and experiential learning can foster informal learning in polar science across a diverse array of audiences. NOVA, the most popular science program on television, with a robust digital presence, will bring current polar science to millions. NOVA will use a range of media to transport viewers to remote polar locations, to interact with polar scientists, manipulate polar data, or vicariously explore the frozen tundra--using a mix of learning approaches. This project will develop and test the impact of two forms of informal learning: traditional narrative-driven storytelling and active, experiential learning. Both components will be developed through audience research, formative evaluation or pilot testing, and experiments. The overarching goal is to determine the best way to combine and leverage traditional and interactive media technologies to educate the public about polar science. How can these modes enhance learning outcomes? The study uses the Informal Science Learning "strand framework" developed by the National Research Council in Learning Science in Informal Environments: People, Places, and Pursuits (2009). Because different age groups and socioeconomic backgrounds may engage differently with different types of learning materials and platforms, the project components are designed to test a variety of different learning approaches, with different audiences. This study will be one of the first to address the relative efficacy of various forms of experiential education and whether active versus vicarious experiential learning depends on the characteristics of the learners. As engagement technologies continue to evolve, this project will help inform how to best design and apply them effectively. The project will apply these new lessons specifically to present polar research to the public and to offer audiences an opportunity to explore and learn about these remote regions in new ways that bring them to life, make them relevant, and enhance learning outcomes. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The project has co-funding support from the Office of Polar Programs (OPP).