Broadening Access to Geodetic Data to the Classroom and Beyond
… what is it we do in workshops and what does it have to do with the rest
of UNAVCO?
UNAVCO Mission
UNAVCO, a non-profit membership-governed consortium, facilitates geoscience research and education using geodesy.
Education & Outreach
• Education & Outreach’s Mission: Promote a broader
understanding of Earth science
Foster collaboration between the scientific and educational communities
• Faculty & Teacher-in-Residence Programs
Increase the number and diversity of students
• RESESS
E&O Goals
• Increase the understanding and public appreciation of geodynamics and earth deformation processes and their relevance to society.
• Broaden the use of UNAVCO data and products by a wide audience of educational and research users.
• Increase the diversity and broader participation in geoscience education and research.
Participation in Community Research A learning community with RESESS
• Build a sustainable community of UNAVCO scientists and educators engaged in education and outreach.
• Collaborate with other organizations to provide systemic impact on geoscience education.
E&O Staff and more
Susan Eriksson | Jaime Magliocca | Shelley Olds | Celia Schiffman | Kate Tallerday
Tim MelbourneMichael HamburgerSridhar AnandakrishnanAnne SheehanJim DavisBill HoltRick BennettGeoff BlewittBob WangAndy NewmanEmma Hill Bob Lillie Korne Kreemer
Kelly MacGregorJessica MurrayRajul PandyaKimberley SchrammMike WillisShimon WdowinskiRamon ArrowsmithKristine LarsenSally McGillJeff FreymulerBob ButlerDuncan AgnewJeff RyanBob King
Adrian BorsaBjorn JohnsBrennan O'NeillGreg AndersonChuck MeertensDavid PhillipsBeth BartelFreddy BlumeJim RileyJon DavisKyle BohnenstiehlLou EsteyMike JacksonMatthew BeldykStuart WierVictoria Andreatta
Erin Pettit John TaberBarbara TewksburyJames CanoRussanne LoweAudeliz Matias Tiah McKinney Jessica MurrayDave GosselinMatt JoeckelJohn GeissmanHerb DragertSarah Titus
Primary Audiences
• Secondary Education Teachers Earth Science Grades 6 – 12 (Primarily 8th – 9th grade)
• College Faculty Introductory-level Geoscience
we reach out … UNAVCO E&O Website
Enhancing Visibility & Impact
The E&O website provides a ‘go to’ place for information on programs, projects, reports, documents, evaluation plans and results, and access to data: www.unavco.org/EO.
E&O Web Metrics
… as we place more content on the web, more users visit our web pages.
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Data for Educators
• Visual display• Interesting data• Quick data
preview
• Excel readable formats
• Associated Activities
http://www.unavco.org/edu_outreach/data.html
we create … Learning Materials
• Instructor Presentations• Computer instructions
Downloading data Accessing visualizations
• Student worksheets• Interpreting data in
geological context
UNAVCO Short Course Series:Researchers at different levels
UNAVCO Field Courses:Researchers and Students
Disseminating Knowledge:Teacher and Faculty Workshops
we provide … Professional Development
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Teachers Faculty Scientists Short Course Interns
Professional Development: the numbers
In 200820 Professional Development Workshops/Courses
8 for College faculty 8 for K-12 teachers 4 UNAVCO Short Course Series for
Professionals / Researchers
January UT Dallas seminar
Baylor U
February NAGT
March UNAVCO Science Workshop
UNAVCO mini-wkshop: Teaching UG courses
GSA – Rocky Mtn/ Cordilleran
NSTA-Boston
April TX Professional Dev Academy
Cascadia Subduction Zone Workshop
Short Course - Airborne LiDAR
May Short Course - Strainmeter
RESESS
June Short Course - InSAR
EarthScope Teacher Workshop - Nebraska
July Faculty In-Residence
TOTLE workshop
August EarthScope Teacher Workshop - New Mexico
September Short Course - GPS GAMIT/ GLOBK/ TRACK
Puerto Rico Teacher Workshop
October GSA - Houston
December AGU
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Teachers Faculty Scientists Short Course Interns
Why use data in learning?ba
sic
com
plex
Lev
el o
f L
earn
ing
*
Evaluate / Interpret
Synthesize
Analyze
Apply
Comprehend
Know
* Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longman
Interpreting Data & Science• Identifying change, Cycles? Periodicity? what could it mean? • When do we expect the next one?•How does this movement relate to plates? everywhere? How would we test our hypotheses?
Integrating data:• How does this movement relate to plate movement you see on the map? How does it relate to where earthquakes occur…where volcanoes occur? What other kind of data might we need to gather?
Quantitative skills• Rate and direction of movement• Use of spreadsheets, graphs, precision versus accuracy, Error, Averaging
Getting students beyond…
… the theoretical and without context …
… to exploring data and making interpretations
What is meant by the term data
• Scientific context Numerical information collected from an
instrument Raw vs processed Observation vs model Images vs digital underpinnings Real-time vs recent vs archived
• Educational context Any information that supports student inquiry
and participation in the scientific method.• Includes: numerical data, plotted data, data
visualizations, and othersReference: Using Data in the Undergraduate Classrooms - Carleton College April 2002
Using data and visualizations to teach
• Explore concepts & relationships with visualization tools: Jules Verne Voyager tools and Google Earth overlays
• Digging deeper: Examine evidence through data products. Data for Educators & GPS time series plots
• Starting at the source: Access & analyze GPS data to investigate trends. GPS data sets
• Putting data sets together: Yellowstone Case Study
• Going beyond GPS: LiDAR, InSAR, Polar activities, and more in the works
Jules Verne Voyager
• Provide on-line, interactive geophysical data visualization tool
• Develop conceptual understandings of relationships among many complex types of data
• Audiences Secondary Earth Science
Students Secondary Teachers Undergraduate non-science &
geoscience majors Undergraduate faculty Researchers (for publications)
Seismic Hazard Color Topography
Strain rateFace of the Earth & Relief
Ocean Floor Age
http://www.unavco.org/edu_outreach/maptools.html
Compare datasets
Investigate spatial relationships
http://jules.unavco.org/VoyagerJr/Earth
Explore relative motionReference Frame: North America
Reference Frame: Nazca
Reference Frame: Pacific
Reference Frame: North America
Reference Frame: North America
More visualization tools
Google Earth http://pboweb.unavco.org/products/velocity/pbo_final_frame.kmzhttp://facility.unavco.org/data/maps/maps.html
GPS velocity vectors to study plate motion
Jules Verne Voyager Jr.http://jules.unavco.org/VoyagerJr/EarthScope
Google Mapshttp://mole.unavco.org/gmaps/GPSInteractiveViewer.php
Using data and visualizations to teach
• Explore concepts & relationships with visualization tools: Jules Verne Voyager tools and Google Earth overlays
• Digging deeper: Examine evidence through data products. Data for Educators & GPS time series plots
• Starting at the source: Access & analyze GPS data to investigate trends. GPS data sets
• Putting data sets together: Yellowstone Case Study
• Going beyond GPS: LiDAR, InSAR, Polar activities, and more in the works
GPS Stations
Starting with the basics: GPS Time Series Plot
Y-axis:
• North (N/S)
• East (E/W)
• Height (up/down) (sometimes called Vertical)
• In millimeters
X-axis: Date of the measurement In 10ths of year or months
Red data points are rapid position estimates
BEMT & SBCC Times Series Plots
Adding vectors
North
3.1 mm
3.4 mmEast
Interpreting the data
• BEMT = ~7.3 mm/yr to the northwest
• SBCC = ~38 mm/yr to the northwest
Imagine you are on a 3 lane highway, driving in the middle lane…
SBCC
BEMT
SBCC is moving ~5 times more quickly than BEMT … What does this mean?
Source: http://rock.geo.sunysb.edu/~holt/Education/vel6Ma.html
+ 3 my ^ ||
|| today
||
||
v- 3 my
Using observed data for modeling
Stretching beyond the typical
Multiple classroom settings
Fitting an activity to a large lecture hall (Faculty-in-Residence: Anne Sheehan: University of Colorado)
• Data ‘simplified’ No negative values Scale of all plots the same
• Developed clicker questions to check understanding• Students
Work in teams of 4 Analyze two GPS Time Series Plots (coastline and inland) and
determine velocity vectors Create combined map
Fitting to smaller class: mid-level geophysics course (Teaming with Sarah Titus: Carlton College)
• Additional stations provided• Students do more analysis of the data
Using data and visualizations to teach
• Explore concepts & relationships with visualization tools: Jules Verne Voyager tools and Google Earth overlays
• Digging deeper: Examine evidence through data products. Data for Educators & GPS time series plots
• Starting at the source: Access & analyze GPS data to investigate trends. GPS data sets
• Putting data sets together: Yellowstone Case Study
• Going beyond GPS: LiDAR, InSAR, Polar activities, and more in the works
Earth Exploration Toolbook Chapter
Analyzing Plate Motion Using EarthScope GPS Data
From data to TSP to vector
Using data and visualizations to teach
• Explore concepts & relationships with visualization tools: Jules Verne Voyager tools and Google Earth overlays
• Digging deeper: Examine evidence through data products. Data for Educators & GPS time series plots
• Starting at the source: Access & analyze GPS data to investigate trends. GPS data sets
• Putting datasets together: Yellowstone Case Study
• Going beyond GPS: LiDAR, InSAR, Polar activities, and more in the works
Overlaying datasets
Students plot locations of• Hydrothermal Eruptions• Hydrothermal Activity• Areas susceptible to
volcanic gasses• Historic major
earthquakes• Areas with recent
earthquakes• Survey and GPS
stations
Unsolicited Feedback
I used the [Yellowstone] activity for a Year 11 Geography class. We
were discussing how humans interact in areas of volcanic and earthquake activity and measures taken to lessen effects. I came across your lesson and the video around the same time and saw a good fit
since they mention the same issues. I also like to use as many ‘real world’ activities as I can. So, a geologist
doing a field study and getting paid for it fit very well. It showed vocation possibilities and stressed the use of
fieldwork in geography. The kids were engaged from the beginning. … - teacher in Australia
Using data and visualizations to teach
• Explore concepts & relationships with visualization tools: Jules Verne Voyager tools and Google Earth overlays
• Digging deeper: Examine evidence through data products. Data for Educators & GPS time series plots
• Starting at the source: Access & analyze GPS data to investigate trends. GPS data sets
• Putting datasets together: Yellowstone Case Study
• Going beyond GPS: LiDAR, InSAR, Polar activities, and more in the works
GPS, LiDAR, and InSAR! oh my!
Southern CA: GPS and LiDAR
• Downloaded the data • Superimposed onto
Google Earth• Used Google Earth tools
to make analysis & interpretations: offsets on faults, relative lengths of GPS vectors
Activity Developers: Ramon Arrowsmith (ASU), Chris Crosby (ASU)
Measuring Offsets
New Orleans Flooding & Subsidence
Dixon et al. (2006)
InSAR Applications
Earthquake deformationLand subsidence
Glacial movementVolcano inflation
Workshop evaluationsThe workshop was well organize and
facilitated
StronglyAgree
Agree
Undecided
Disagree
StronglyDisagree
The objectives of the workshop were stated and fulfilled
I found the relative time devoted to the various workshop activities to be
appropriate
The workshop included a variety of effective instructional strategies
As a result of this workshop, I feel my preparedness to instruct about plate tectonics and seismology has
increased
As a result of this workshop, I will definitely implement some additional and plate tectonic science content to
my teaching.
This workshop provided me with new and challenging content for using
GPS data that was not overwhelming.
Overall this workshop was a valuable use of my time
I can apply the information/skills learned in this workshop to my
teaching with limited modifications
Workshop feedback
“So well organized and executed - these 3 folks made an Awesome team” –NSTA teacher
“… Actually getting to use and do things that I can use in my classroom. … I also enjoyed the teaching tips.” –NM teacher
“Some of the activities were a bit confusing since there wasn’t enough time to explain all aspects. At first I thought the monument was a bit elementary, and then I saw how sophisticated it could be.” – NM teacher
“Some a bit too complicated for my 6th graders, I'll have to adapt some of it.” – NSTA teacher
“… I've been to a variety of workshops and few of them would be better than this one. The activities were obviously well vetted and organized in a logical fashion. Thanks!” – Nebraska teacher “Thank
you so much for bringing your expertise and enthusiasm to the learning at University of Portland.” –TOTLE teacher
Continual Improvement
• More sign-posting (pre, during, after) during workshops
• College Faculty want lots of examples and ideas for creating activities but don't necessarily want to work through the complete activity
• Secondary Ed teachers EXPECT activities to be worked through as part of the workshop
• More follow-up with teachers, faculty, etc.
• Longer duration professional development workshops (~5 days)
• Scientists want feedback on how they did (did they have an impact?)
Guidelines for Data and Data Access
• Single interface, easy to figure out, data products grouped into themes.
• Multiple-pathways to access the data Visual display of GPS station locations Quick previews of time series plots of the data Capability to download multiple sets of data at one time
• Online visualizations/animations with legends online manipulation of variables downloaded data
• Data in Excel readable formats and managable sizes (<100 mb)
• Data with column headings & metadata information
• Interesting data illustrating a geo-tectonic process, the ‘story’ and the ‘so-what’ (Interpretations and relevance)
Improving data tools & interfaces for faculty often improves access for researchers in a variety fields …
Reference: Using Data in Undergraduate Classrooms - Carleton College April 2002 and http://serc.carleton.edu/usingdata/site_criteria.html
What Faculty and Teachers want
For the Future
• PBO, Facility, E&O keeping in touch with each other
• Involving more scientists in workshops “More Bob [King] - scientific
explanations of the data”
• JVV, IDV, Google Maps
• Data for Educators Continued integration w/ Facility
& PBO Improving ways to indicate
connection between activities and GPS Stations
Show complete Time Series Plots
Thank You!
Contact info:
Shelley Olds
olds unavco.org
303-381-7496
URLs
• Education Workshop Materials http://www.unavco.org/cws/learn/
• UNAVCO Data for Educators http://www.unavco.org/edu_outreach/data.html
• UNAVCO Educations Resources http://www.unavco.org/cws/modules/
• Jules Verne Voyage map tools http://www.unavco.org/edu_outreach/maptools.html
• http://jules.unavco.org/VoyagerJr/Earth• http://jules.unavco.org/VoyagerJr/EarthScope
• Google Earth w/ velocity data http://pboweb.unavco.org/products/velocity/pbo_final_frame.kmz http://facility.unavco.org/data/maps/maps.html
• IDV GEON http://geon.unavco.org/unavco/IDV_for_GEON.html
• UNAVCO Data Archive Interface http://facility.unavco.org/
• Velocity Vectors in Google Maps http://mole.unavco.org/gmaps/GPSInteractiveViewer.php
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