CI-TEAM Demo: Cyber-Infrastructure Digital Education and Research (CIDER)

位于新罕布什尔州（UNH）的复杂系统研究中心（CSRC）正在为地球系统科学（ESS）创建一个网络支持的学习中心。该项目建立在多年来对全球地球化学循环的研究基础上，并将研究扩展到地理空间教学和社区参与。该项目正在开发基于地图的中央CIDER门户网站，将现有数据系统与新的Web2.0技术结合起来，以审查基于网络的学习环境（Wiki、VoiceThread、Camtasia、Jing、Screencast、Concept Mapping）和手持移动的应用程序作为在教室教授ESS概念的科学研究工具的有效性。该项目将使本科技术专业的学生参与门户网站的设计和开发过程。这些CI资源将由初中和高中教师组成的工作组使用，他们将与中国科学院研究员合作，与学生一起开发和开展实地试点项目，该研究员正在研究诸如物候学（与气候相互作用的生物现象的研究），森林覆盖和林下植被等促进东北莱姆病发生的条件。试点项目将涉及根据其数字地球观察和图片邮报协议对景观重复拍摄数字照片，并收集和分析数据和卫星图像。主要学习目标是帮助学生将他们对技术作为社交媒体的理解与其作为研究工具的功能联系起来;了解未来技术和应用将在地球系统科学中发挥的作用;了解科学数据和视觉图像之间的关系;并且由许多不同地点的参与者网络收集的数据可以用来理解“大局”该项目的重点是利用数字技术，帮助人们与环境建立联系并了解环境。虽然该中心是由网络基础设施支持的，但该中心的活动旨在让户外的年轻人使用手持设备作为科学研究工具来监测他们周围的自然环境，并为学生-科学家伙伴关系和服务学习提供机会，最终通过他们的经验使他们成为当地专家和社区领袖。CIDER学习中心是PI在教师专业发展方面的经验的产物，在研究型大学的使命内创建和维护强大的网络基础设施，以教授和支持研究，并将其研究扩展到整个社区。CIDER将提供一个动态的学习环境，在这个环境中，各种各样的学习者可以通过从受控源访问数据和可视化等资源来追求自己的兴趣。该项目解决了网络学习的情感方面，使用技术来增加参与者对科学的接触和舒适度，使参与者和项目工作人员之间的沟通更加流畅，并扩大参与者对当代科学如何进行的理解。示范项目的结果将有助于将CIDER学习中心定位为技术，基于地方的教育，服务学习和科学研究之间的桥梁。更广泛的影响让学生参与CIDER学习中心，使科学家、学生、教育工作者和专业人士建立了他们可能不会参与的伙伴关系。CIDER将通过让学生参与对当地环境条件的技术支持监测，并将他们的知识与对区域和全球变化的理解联系起来，扩大地理空间技术的劳动力潜力。依赖地理空间数据的就业部门包括城市规划、自然资源管理、运输、农业、卫生和能源。试点项目的结果将在区域和国家科学教师协会会议和科学专业协会上传播，CIDER将成为新的UNH地球科学教育卓越中心内更大的UNH教师专业发展计划的一部分。

The Complex Systems Research Center (CSRC) at the University of New Hampshire (UNH) is creating a cyber-enabled center of learning for Earth System Science (ESS). The project builds on many years of research in global biogeochemical cycles and extending the research for geospatial teaching and community engagement. The project is developing the central map-based CIDER portal by joining together existing data systems with new Web2.0 technologies to examine the effectiveness of cyber-based learning environments (Wikis, VoiceThread, Camtasia, Jing, Screencast, Concept Mapping) and handheld mobile applications as scientific research tools for teaching ESS concepts in classrooms. The project will engage undergraduate technology students in the portal design and development process. These CI resources will be used by a Working Group of middle and high school teachers who will develop and carry out field-based pilot projects with their students in collaboration with a CSRC researcher who is studying conditions such as phenology (the study of biological phenomena interacting with climate), forest cover, and understory that promote the occurrence of Lyme disease in the Northeast. Pilot projects will involve taking repeat digital photographs of the landscape based on their Digital Earth Watch and Picture Post protocols, and collecting and analyzing data and satellite imagery. The primary learning goals are to help students connect their understanding of technology as social media to its function as a research tool; understand the role that future technologies and applications will play in Earth System Sciences; understand the relationship between scientific data and visual images; and that data collected by a network of participants at many different locations can be used to understand the "big picture".The project's focus is on capturing digital technologies as a means of helping people connect with and learn about their environment. Although the center is enabled by cyberinfrastructure, the center activities are aimed at getting young people outdoors to use handheld devices as scientific research tools for monitoring the natural environment around them, and to provide opportunities for student-scientist partnerships and service-learning, ultimately leading to an informed citizenry empowered through their experience to become local experts and community leaders.Intellectual Merit: The CIDER learning center is an outgrowth of the PI's experiences in teacher professional development, creating and maintaining a robust cyberinfrastructure within the mission of a research university to both teach and support research, and in extending otheir research to the community-at-large. CIDER will provide a dynamic learning environment in which a wide range of learners can pursue their own interests by accessing resources such as data and visualizations from a controlled source. The project addresses the affective aspects of cyberlearning using technology to increase participant access to, and comfort with, science, to make communication between and among participants and program staff more fluid, and to expand participant understanding of how contemporary science is conducted. Results from the demonstration project will help position the CIDER learning center as a bridge between technology, place-based education, service learning, and scientific research. Broader Impacts Engaging students in the CIDER learning center brings scientists, students, educators and professionals into a partnership that they likely would not participate in otherwise. CIDER will expand the workforce potential in geospatial technologies by engaging students in technologically enabled monitoring of local environmental conditions, and connecting their knowledge to an understanding of regional and global change. Job sectors that depend on geospatial data include urban planning, natural resource management, transportation, agriculture, health and energy. Results of the pilot projects will be disseminated at regional and national science teacher association meetings and science professional societies and CIDER will become a part of a larger UNH teacher professional development program within the new UNH Center for Excellence in Geosciences Education.