Presented to NWCG Fire Environment Working Team 7 June 2006 Timothy C. Spangler, Ph.D. Program...
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Transcript of Presented to NWCG Fire Environment Working Team 7 June 2006 Timothy C. Spangler, Ph.D. Program...
Presented toNWCG Fire Environment Working Team
7 June 2006
Timothy C. Spangler, Ph.D.Program Director
Fifteen Years of Innovative Education and Training for NOAA/NWS Weather
Forecasters
1979
2003Katrina 20061700UTC Sun Aug 28
UCAR Founded in 1960 by the university
community to create, operate, and manage NCAR on behalf of NSF and the universities
Represents one of the most active and broad community partnerships anywhere in science Universities NSF NCAR
69 UCAR Member InstitutionsTwo representatives each meet annually
UCAR Board of Trustees
UCARFinance & Administrati
on
Corporate Affairs
UCAR Office of ProgramsNational Center for
Atmospheric ResearchEducation
& Outreach
SOARS
Constellation ObservingSystem for MeteorologyIonosphere
Climate(COSMIC)
Cooperative Program forOperationalMeteorology
Educationand Training
(COMET)
UnidataVisiting Scientists
Programs(VSP)
Global Learning & Observatio
n to Benefit the Environme
nt(GLOBE)
Digital Library for
Earth System
Education (DLESE)
Earth Observing Laboratory
(EOL)
Societal- Environmental Research and
Education (SERE)
AdvancedStudy
Program(ASP)
Institute for the
Study of Society
and Environment (ISSE)
Earth and Sun Systems Laboratory
(ESSL)
Atmospheric
ChemistryDivision(ACD)
Climate &Global
DynamicsDivision (CGD)
HighAltitude
Observatory
(HAO)
Mesoscale &
MicroscaleMeteorolog
y(MMM)
The Institute for
Multidisciplinary
Earth Studies (TIMES)
Computational &
Information Systems
Laboratory(CISL)
ScientificComputing
Division(SCD)
Institute for
Mathematics Applied
to Geoscienc
es(IMAGe)
Research Applications Laboratory
Joint Office
for Science Support (JOSS)
National Science Digital Library (NSDL)
University of Alabama in Huntsville
University of Alaska
University at Albany, State University of NY
University of Arizona
Arizona State University
California Institute of Technology
University of California, Berkeley
University of California, Davis
University of California, Irvine
University of California, Los Angeles
University of Chicago
Colorado State University
University of Colorado at Boulder
Columbia University
Cornell University
University of Denver
Drexel University
Florida State University
Georgia Institute of Technology
Harvard University
University of Hawaii
University of Houston
UCAR’s Member Institutions (2006/1960)
Howard University
University of Illinois at Urbana-Champaign
Iowa State University
University of Iowa
The Johns Hopkins University
University of Maryland
Massachusetts Institute of Technology
McGill University
University of Miami
University of Michigan-Ann Arbor
University of Minnesota
University of Missouri
Naval Postgraduate School
University of Nebraska Lincoln
Nevada System of Higher Education
University of New Hampshire
New Mexico Institute of Mining and Technology
New York University
North Carolina State University
The Ohio State University
University of Oklahoma
Old Dominion University
Oregon State University
Pennsylvania State University
Princeton University
Purdue University
University of Rhode Island
Rice University
Rutgers University
Saint Louis University
Scripps Institution of Oceanography at UCSD
Stanford University
Texas A & M University
University of Texas at Austin
Texas Tech University
University of Toronto
Utah State University
University of Utah
University of Virginia
University of Washington
Washington State University
University of Wisconsin- Madison
University of Wisconsin-Milwaukee
Woods Hole Oceanographic Institution
University of Wyoming
Yale University
York University
COMET Fast Facts
Founded in 1990
Staff of 36
Annual budget $5 million
Over 165 universities have participated in
COMET activities since 1990
Over 400 hours of computer-based
distance learning created for 30,000 users
world-wide
Award Winning Program
2004 Louis J. Battan Authors Award, K-12 Category for Hurricane Strike!™
For Polar Lows Ungava Bay 01 December 2000
2000 Hurricane Conference Outstanding Achievement Award for Community Hurricane Preparedness
Bronze Medal
for Boundary Detection
& ConvectionInitiation
Honorable Mention in the non-interactive media category of the Science & Engineering Visualization Challenge
Award Winning Program 2006
American Geophysical Union
Excellence in Geophysical Education Award
2006
COMET Sponsors
NOAA National Weather Service National Environmental Satellite Data Information
Service National Polar-orbiting Operational Environmental
Satellite Systems
DoD Naval Meteorology and Oceanography Command Air Force Air Weather Agency
International Meteorological Service of Canada Australian Government, Bureau of Meteorology European Meteorological Satellite Agency
A PowerPoint presentation is not a learning experience
Adult learning is about changing behavior and improving performance
Distance Learning Weather Forecast Community
Air Force 3,000
Faculty & Students 3,000
Private Sector 2,000
NWS 2,000
Navy 1,700
Canada 300
Total ~12,000
COMET/MetEd Averaged Monthly Usage (adjusted)
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
Year 2000 Year 2001 Year 2002 Year 2003 Year 2004 Year 2005
Sessions
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
Visito
rs
User Sessions (avg./yr.)
Visitors >1min. (avg./yr)
What is Online Learning?
Distance Learning vs. Classroom Learning
An Ongoing Comparison Recent meta-analysis* of 232 comparison research
studies from 1985 to 2002 showed
Small effect favoring DL in achievement of learning objectives
Small effect favoring classroom learning on attitude toward instruction
Variability was wide on both measures Indicates quality course design is more important than choice of
media* Bernard, R. M., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
For an online distance learning program to be successful, it must be well designed and engaging
“If the people don’t want to come out to the park, nobody’s gonna stop them.”
Yogi Berra
Features of Online Multimedia Instruction
Self-paced
Individualized path
Every student is forced to interact
Instruction is available anytime, anywhere
Instruction has longevity to reach a large
audience without ongoing delivery costs
Learner Engagement Interactivity & high production values to stimulate learning
Sound Instruction
Sound Instruction
Exploratory LearningLearner chooses path through materials
Sound Instruction
Direct Instruction Traditional Lecture/Seminar
Scenario-based Learning Establish a realistic context
Sound Instruction
Demonstration Depicting a process visually
Sound Instruction
Designing Conceptual Visualizations
The starting point… Annual Review of Fluid Mechanics, 1987
Designing Conceptual Visualizations
In the final version texture, color, and lighting are added to create realistic three dimensionality
Models 2 and 3D Animations
Sound Instruction
Problem-based LearningLearn new content while presented with a problem, “on demand learning”
Sound Instruction
Time Savings for Computer-based Instruction
# of Studies Average time saved
131 54%
82 31%
173 34%
154 24%
1 Orlansky & String, 19772 Fletcher, 19973 Kulik, 1994 (Higher Ed.)4 Kulik, 1994(Adult Ed.)
COMET Modules by TopicTopic Modules Approximate
Content Hours
Aviation 19 38
Climate 6 6
Coastal Wx 13 26
Convective Wx 17 55
Emergency Mngmt 12 26
Fire Wx 6 13
Fog & Low Stratus 15 24
Hurricane/Tropical 11 23
Hydrology/Flooding 16 36
Marine Meteorology 15 29
Mesoscale Meteorology 27 67
NWP 39 76
QPF 7 14
Satellite Meteorology 37 81
Space Wx 4 7
Winter Wx 29 72
Radar Meteorology 1 10
Oceanography 2 2.5
Environmental Education 1 2
Many modules in the list are double-counted and a few are only available on CD
MetEd Averaged Monthly Usage
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
Sessions
Year 2000 Year 2001 Year 2002 Year 2003 Year 2004 Year 2005
.gov
.mil
.edu
.eg.gc.ca
The Future for NOAA/NWS
Fewer residence courses Travel is expensive Distance learning very effective
Blended courses Mix of computer-aided learning and teletraining
Virtual courses Traditional intensive multi-day course delivered at a
distance
Both blended and virtual courses preserve some of the “social” benefits of a residence course.
Future Trends: Technology POSSIBILITY
If iPod technology and memory storage continue to improve at their current trajectory
By 2013 our iPods will be able to hold the entire text contents of the Library of Congress*
By 2024, our video iPods will be able to hold every film ever made*
OUTCOME In the foreseeable future we will be able to store every online
document, training module, animation, simulation, game, Webcast, Podcast in our pocket or purse
CHALLENGE Instructional technologists will have to both imagine new
instructional uses for technologies and carefully evaluate them
*From Rodney Brooks, Director of MIT Computer Science and AI Lab, AECT Speech
The Future: Enhanced Design Simulations
Put the learner in a realistic environment Use computer gaming for instruction
Decision Support Assist the Mayor of New Orleans to choose the path
of least regret
Risk Management Provide a wide range of potential outcomes
Teach response to rare events Expand the range of familiar situations
Getting their degrees?