Bardaji, Sa nche z, Si mon , We rn ard , Pie ra, ( 201 6). Esti matin g t he Un derw ate r Dif fus e Att enu atio n C oeffici ent with a L ow-C os tInstrument: The KdUINO DIY Buoy. Sensors 2016, 16(3), 373OECD (20 09) . 21st C ent ury Skills a nd Co mp eten ces fo r New Millen nium Lea rne rs in OECD C oun tries , OECD Educ ation W orkin gPapers, No. 41, OECD Publishing.Piera J., M omi nó, J. M., Ju rad o, E. (20 16 ). Citizen O bse rvat orie s as Advan ced L ear nin g Enviro nm ents. An alyzing t he r ole of citize nscience in modern research. Ceccaroni, L., Piera, J. (eds).UNESCO (2015). Rethinking Education - Towards a global common good? París: UNESCO.

Design of innovative learning environments in the context of developing a Citizen ObservatoryJ. Piera1, E. Jurado3,4, J. M. Mominó2, C. Simon1, R. Bardají1

1: Institute of Marine Sciences (ICM-CSIC), 2: Open University of Catalonia (UOC), 3: 1000001 Labs, 4: La Miranda Schoolemail: jpiera@icm.csic.es

The KdUINO buoy was developed under the

FP7 European project CITCLOPS

www.citclops.e u

MakersBuoy Developers (DIY)

ObserversBuoy users

AnalysersData explorers & validators

The roles in Citizen Observatories, an example in the European project CITCLOPS

The project CITCLOPS (Citizens'Observatory forCoast andOcean Optical Monitoring) was conceived to evaluate water quality through citizen participation. One of the devicesdesigned in CITCLOPS was the KdUINO buoy (Bardaji et al., 2016), designed to measure water transparency at different water depths. This easy-to-build DIY buoy made itpossible to develop theidea of thedifferent roles of participation in learning environments, promoting cooperation and collaboration.

• Makers developed their own KdUINO buoy and modifed it to improveits features, as the system was developed in a fully open environment (open hardware and software).• Observers provided observations. The data collected by these buoys is stored in open servers and is accessible anyone interested in using it. The transmission of the data

was based on Arduino open-source platform.• Analysers interpreted or validated existing information.

• Citizen Observatories arethe technological platforms where a diverse range oftools are developed (web portals, smartphone apps, electronic devices) thatallow the development of citizen science projects. The Citizen Observatoriestherefore offer an environment where people can participate in citizenscience projects.

• Five Citizen Observatory projects were funded by the EU as part of the topicENV. 2012.6.5-1 "Developing community based environmental monitoring andinformation systems using innovative and novel earth observation applications”(http://www.citizen-obs.eu/)

WHAT ARE CITIZEN OBSERVATORI ES?

INTRODUCTION

WHAT IS AN INNOVATIVE LEARNING ENVIRONMENT?

HOW A CITIZEN OBSERVATORY CAN ACT AS AN INNOVATIVE LEARNING ENVIRONMENT?

CONCLUSIONS & CHALLENGES

REFERENCES

• Analyse and design new methodologiesaround the concept of Citizen Observatoriesas an innovative learning environment.

• We are facing the challenge of promoting a more holistic model of education, able to break the dicotomy between cognitive, emotional andethical aspects (OECD, 2009).

• We are in a world that is highly interconnected and under pressure, especially in matters of sustainability. It is thus essential to educatecitizens to be responsible for economic growth guided by responsible environmental management and social justice (UNESCO, 2015).

• The dynamics of the economy of knowledge depend more than ever on effective organisation of education.

OBJECTIVE

• Forms learners giving them the skills theXXI Century requires: new ways of thinking (includesskills such as creativity, critical thinking, innovation and problem solving) new ways ofworking (requires communication and collaboration), new tools to work (such as new ICT andcomputer literacy) and new forms of live in the world (citizenship skills, personal and socialresponsibility, adaptability, persistence, empathyand ethics).

• Leaves behind teaching practices that were strongly established in the Industrial Society, withits model of a transmisive and academicist school.

• Has an organizational model that favours interconnections and interdisciplinarity amongeducation centres.

• Has a humanist focus of education, integrated with sustainability: ”learning to live together hasto include a concern for the relationship of society with the natural environment”

Citizen Observatories are an opportunity for:Ø Learning based on researchØ Learning and ServiceØ Cooperative learning

Ø Learning with technologyØ New learning scenariosØ Educate citizens concerned about sustainable development

This concept of science offers great possibilities as an educational experience, precisely due to the opportunities offered by the participation of the people, with different levelsand roles and therefore, it is assumed interms of active collaboration of thecitizens, inshared processes of knowledge creation. A pilot was developed in the high school InstitutRamon Berenguer IV d’Amposta.

• Citizen Observatories can provide an innovative learn ing environment avaluable educational p latform for obtaining life skills. There the students havethe opportunity to actively participate in the process of scientific research andwork for sustainability, collecting, interpreting or analysing data.

• A careful design of the pedagogic activities carried out in these observatories.• Teaching staff with the necessary training.• Education centres organized with sufficient versatility so that Citizen Observatories can

properly integrate them into them.• Incorporate authentic cooperation in the activities.• Time, knowledge and economic resources to access or purchase technological equipment.

An effective Citizen Observatory requires: