online course prototype presentation
TRANSCRIPT
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STEM in Secondary Education
Quantitative Literacy in Population Ecology
Nan Ketpura-Ching Davilla Riddle Kevin Takayama
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Overview of Presentation
Introduction Rationale and Need
Target Audience
Objectives
Development Process
Weekly Modules and Content Example of Activities
Reflection and Recommendation
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Why STEM? Science, Technology, Engineering, and Math
If America is to maintain our high standardof living, we must continue to innovate. We
are competing with nations many times our
size. We dont have a single brain to waste.
Math and science are the engines ofinnovation. With these engines we can lead
the world. We must demystify math and
science so that all students feel the joy that
follows understanding.Dr. Michael BrownFormer Nobel Prize winner for medicine and the Paul J. Thomas Professor of Molecular
Genetics and Director of the Jonsson Center for Molecular Genetics at the University of
Texas Southwestern Medical School in Dallas
http://www.nationalmathandscience.org/resources/quotes
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What is Quantitative Literacy? Quantitative reasoning capabilities required of citizens
in today's information age Fluency in reading and writing mathematical data
Ability to reason and to apply simple numerical concept
Analysis of data, including arithmetic equations, percentages, ratios,
simple algebra, measurement, estimation, logic, data analysis, and geometric reasoning
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Rationale from research
Over a decade ago, national and international studies showed that mostU.S. students left high school with far below even minimum expectations
for mathematical and quantitative literacy (Steen, 1999).
Students did not have the technical and quantitative skills needed to
compete in the employment world.
According to Steen, despite years of study and experience in anenvironment drenched in data, many educated adults remained
innumerate (1999).
They did not have a basic foundation for collecting, analyzing andpresenting data. Now with the massive amount of distributed content and
data via the Internet, the need to establish levels of quantitative
literacy becomes ever more important (Steen, 2002).
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Meeting the need
Increased need for students to demonstratequantitative literacy
For high school student to be able to analyze and
interpret data.
This mini course aims to provide a solution for
increasing quantitative literacy via online instructiondelivery using Laulima and Wikispaces.
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Target Audience
9th Grade Biology students at Punahou School
Student have laptops connected to the schools wireless
network.
Digital natives with prior experience navigating through
the schools Moodle course websites in middle school.
This hybrid (both F2F and online) mini course is designed to
supplement the current 9th grade Biology curriculum at Punahou
School.
Students will go through the steps of collecting, analyzing and
presenting data from a given set of scientific data in population
ecology.
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Objectives
Students will be able to:
Describe physiological, ecological, and behavioral strategies used
for successful population growth.
Compare random sampling with data obtained by an actual count. Construct a basic graph with provided data.
Predict the impact of environmental changes on the organisms in
an environment.
Interpret data given a table or graph and describe trendsregarding population relationship.
Propose a possible solution for conservation and sustainability of
an organism in an ecosystem.
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Development Process
Appropriately integrates math and science
Relevant and engaging
3 of the 5 weeks encompass coral reefs
Lots of videos and interactive activities Interact with classmates
Self introduction and discussion posts
Working in pairs on final project
Lessons flow from week to week
Math goes hand-in-hand with science
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Laulima
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Wikispaces
http://etec632s12stem.wikispaces.com/
http://etec632s12stem.wikispaces.com/http://etec632s12stem.wikispaces.com/http://etec632s12stem.wikispaces.com/ -
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Weekly Modules
Week Dates Module
1 April 2 - 8 Coral Reef Biology
2 April 9 - 15 Scientific Data I:
Random Sampling, Data Table,and Graphs
3 April 16 - 22 Coral Reef Ecosystems
4
April 23 - 29 Scientific Data II: Interpreting
tables and graphs
5 April 30 - May 6 Coral Reef Conservation
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Week 1: Coral Reef Biology
Module pre/post survey
View coral reefs presentation/Cornell notes
View Nature video for reinforcement
Use NOAA's Interactive Reef website to research and
answer discussion questions
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Week 2: Random Sampling, Data Tables...
Watch three iTunesU
presentations
Complete online randomsampling activity
Answer random sampling
practice questions
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Week 3: Coral Reef Ecosystem
Watch Coral ReefEcosystem Presentation
Read articles on Ocean
Acidification
Watch videos on Carbon
Dioxide in water
Post reflection into
Discussion on Laulima
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Week 3 Activity:
Understanding Ocean Acidification
http://www.dataintheclassroom.org/content/oa/simulation.html
Then seeeffect on:
Graph
Picture ofCoral Reef
Students can
change the
following variables
Time Water
Temperature
Atmospheric
CO2
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Week 4: Scientific II: Interpreting Tables
and Graphs
Watch YouTube video on
interpreting graphs
Deer Population Growth
activity
Interpreting tables andgraphs practice questions
Week 4: Quiz 2
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Week 4 Activity:
Deer Population Growth
http://www.biologycorner.com/worksheets/predator_prey_graphing.html
Students...
graph deer (prey) population
in one color
graph wolf (predator)population in another color
analyze the predator vs prey
balance
How do you determine when an
ecosystem is in "balance?"
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Week 5 - Coral Reef Conservation
Watch YouTube video on
Coral Reef Conservation
Read NOAA article
about current hazards
threatening coral reefs
Play Coral Reef Game
http://www.ausarabexplore.info/interactives/coral/coral.html
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Week 5 Activity:
Conservation Poster Project
Use Glogster EDU (http://edu.glogster.com/) to create
a poster on a given area of coral reef around the world
Use data published in State of the Reef Report from
NOAA
Finished multimedia poster are to be embedded into
the course Wikispace
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Example of Conservation Poster
Requirements:
Map of area
Examples of types of
corals and organisms Existing threats
Current conservation
activities
Team's proposedconservation ideas
Citations
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Expected Results
After the course, student will able to
be more familiar with interpreting and analyzing data.
describe how ecosystems are affected by changes in
the environment
show quantitative literacy by creating basic tables and
graphs from a given set of scientific data in population
ecology
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Reflection:What worked well
Skype and e-mail for communication Google Docs for collaboration
Wikispaces for delivering content
Each member was responsible for a series of tasks at
each step
Content came together fairly well
A good mix of math and science content
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Recommendation:What we would do differently
One person designated as Project
Manager
Set up internal timeline for each portion
of the course
Regular meetings (every other week) tocheck in for updates
More interactions built into the weekly
modules
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Questions?