By rKochevar on February 10, 2016
Last week I had the pleasure of traveling to Portland, Maine to meet with colleagues at the Gulf of Maine Research Institute (GMRI). I had never been to Portland, coming from California, but had been told that Portland was a great foodie town, with the largest number of small brew-pubs per capita east of Portland, Oregon. That sounded great to me, and in truth, it was even better than that! Portland is filled with local shops, charming side streets, as well as restaurants right on the water.
The Oceans of Data Institute (ODI) at the Education Development Center (EDC), Inc.; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring large scientific data sets into secondary and postsecondary classrooms.
"Thinking Big," featured in the Summer 2015 issue of NSTA's The Science Teacher, explores curricular strategies for transitioning students to working with large, complex data sets.
"Harvesting a Sea of Data", featured in the Summer2015 issue of NSTA's The Science Teacher, addresses the fundamental challenge in getting big data into K-12 education: how to build a good interface. The article discusses the work of Ocean Tracks, an innovative program that gives students access to authentic data to investigate marine migrations.
Today’s students will graduate into a world where oceans of data are available to influence and drive decision making. When the Oceans of Data Institute (http://oceansofdata.org) surveyed 300+ students from community college and university settings, 85% of respondents agreed or strongly agreed that the ability to make sense of data is important to get a good job and will help in their future careers. An overwhelming 90% of respondents agreed or strongly agreed that learning to make sense of data will help them be more effective and informed citizens.
This presentation was given at the Gulf of Maine Research Institute (GMRI) in February of 2015.
Explore the Powerpoint to learn more about the Ocean Tracks project, including background information, goals, and findings to-date.
This presentation at AAAS' 2015 Annual Meeting focused on how teachers and instructional materials can help students transition from working with small, student-collected datasets to large, complex, professionally collected datasets. Strategies include minimizing extraneous information and maximizing insight-rich information in the data visualizations; leveraging the skill set that students bring with them from working with self-collected data; and practicing the use of spatial, temporal and quantitative reasoning to connect claims with evidence.
The Spatial Intelligence & Learning Center convened a small, focused workshop to contemplate the benefits and challenges of establishing a national data archive and data sharing infrastructure for spatial cognition data and associated education data.