Learning Through Citizen Science Enhancing Opportunities by Design (2018) / Chapter Skim
Currently Skimming:
6 Designing for Learning
6 Designing for Learning
Pages 125-142
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 125... ...
Design for learning is also a practical set of evidence-based strategies for applying ideas and theories in connection to the environment, participants, context, and dealing with constraints while maximizing opportunities. Designing for learning is the application of learning theory to citizen science contexts, in both formal and informal settings, and for a variety of participants.
|
From page 126... ...
It is worth noting that design decisions are made whether or not they are consciously attended to: regardless of whether or not project designers are expressly intending to pursue a specific learning outcome, designers' decisions about how to implement projects have implications for what participants will experience. Sometimes citizen science projects are created with learning in mind, whereas for other projects learning is not an express goal.
|
From page 127... ...
Based on the citizen science projects we surveyed, we can say that projects that attended to these considerations were able to capitalize on the learning opportunities associated with citizen science and maximize learning outcomes for all participants. Further, based on theories of learning and the state-of-the art theory of design, we can say that projects that attend to these considerations will maximize learning for all participants.
|
From page 128... ...
. Segmentation studies can provide an insight into understanding those who volunteer in citizen science projects.
|
From page 129... ...
A good way to ensure that projects offer the opportunity to connect with participants' existing knowledge is for project designers to invite people who hold knowledge into the design of the project. If a project is already designed, it can be helpful for designers to invite participants into the design of learning experiences that support their goals for the project.
|
From page 130... ...
This literature points to projects that focus on key concerns or priorities of underserved and underrepresented communities, participatory program design, applying principles of CommunityBased Participatory Research or community science, place-based projects, designing for accessibility across multiple languages, considering structural barriers to participation (e.g., transportation, language) , and linking p rojects to culturally relevant reference points (Pandya, 2012)
|
From page 131... ...
. Current design thinking emphasizes making the needs and aspirations of users paramount, and suggests a process of rapid prototyping to arrive at useful and usable services.
|
From page 132... ...
Additionally, these conversations introduced scientists to community-based participatory research methods. 5. CAPITALIZE ON UNIQUE LEARNING OPPORTUNITIES ASSOCIATED WITH CITIZEN SCIENCE In the following sections, we consider how the specific learning opportunities associated with citizen science -- mentioned in Chapter 3 of this report -- can provide specific, desirable leverage points for project designers looking to support science learning.
|
From page 133... ...
Citizen science projects that explicitly offer different roles and make clear how those roles contribute to the common goal can encourage community science literacy. Some projects, such as community-based participatory research projects, obviously benefit from thinking about community science literacy.
|
From page 134... ...
Silver City Watershed Keepers of New Mexico emphasize the role that citizen scientists can play in monitoring watersheds and collecting water quality data, taking personal responsibility to be an informed citizen, and sharing information to build community knowledge (Silver City Watershed Keepers, 2018)
|
From page 135... ...
To foster participation in multiple projects across topics and activities and to surface and support synergies that might occur as individuals engage with multiple projects, SciStarter 2.0 offers citizen scientists tools to find and join multiple projects, manage and display their citizen science activities, record their progress in projects, network, and consent to have their online participation studied across citizen science projects; and offers project organizers tools to connect with people who are interested in or experienced with similar projects as well as access to analytics to understand the movement of and interests of their own participants (SciStarter, 2018)
|
From page 136... ...
However, as summarized in the previous three chapters, there is a large and robust body of education research on learning outcomes and how to work with stakeholders to achieve those outcomes. Some high-level strategies that can help guide the design of learning supports are described below.
|
From page 137... ...
In Galaxy Zoo participants learn to classify by making and comparing their classifications against those of others. Thinking of creative ways to provide feedback directly or indirectly might lead some citizen science projects to richer designs and more committed participants.
|
From page 138... ...
This is a clear example of relating learning to overall project goals. Connect Science Process to Science Content Research makes it clear that learning to engage in scientific practices -- such as constructing and testing scientific arguments and evaluating scientific evidence -- is facilitated by simultaneously learning disciplinary concepts and facts, and vice-versa.
|
From page 139... ...
. SUMMARY The fundamental message of this chapter is that citizen science projects can be designed in ways that enhance learning for all participants.
|
From page 140... ...
. Benefits of urban landscape eco-volun teerism: Mixed methods segmentation analysis and implications for volunteer retention.
|
From page 141... ...
In American Geophysical Union Fall Meeting Abstracts. Monarch Larva Monitoring Project.
|
From page 142... ...
London: Falmer. WOEIP (West Oakland Environmental Indicators Project)
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.