# Presentation: 067537

## GLOBE LEARNING COMMUNITIES

**GLOBE LEARNING COMMUNITIES**
**&**
**NETWORKS**

**GLOBE/DLESE WORKSHOP, 3-8 AUG. 2008**

**Dr. Sheila Yule, Education Specialist Coordinator GLOBE Networks Project Lead: Seasons and Biomes**

**Notes:**
GLOBE LEARNING COMMUNITIES
GLOBE SCHOOLS NETWORKS
These terms have been with us since GLOBE’s beginning
Historically we spoke about Learning Communities as people who supported Partners’ implementation strategies because of a joint commitment to support teachers and student learning.
  When we spoke about a Network of GLOBE Schools it was in the context of recruiting and sustaining GLOBE schools in order to build the capacity for COLLABORATIVE STUDEN SCIENTIFIC RESEARCH.

## Presentation Overview

**Presentation Overview**

- WHAT?

- WHY?

- HOW?

**Notes:**
This presentation is designed to help 
Build understand of how these function within NGG
 Build understanding of why they are essential elements of NGG
 Build understanding of how they work to support collaborative student scientific research.

## COLLABORATORY

**COLLABORATION**

**GLOBE LEARNING COMMUNITIES**

**NETWORKS**

**Expertise**

**Support****  ****Personel**

**Students Collaborative Research**

**COLLABORATORY**

**Notes:**
First we need to look at the parts of Collaboration----the value-added of looking at the parts is to understand how these parts have the potential to push the boundaries of learning.
GLOBE Learning Communities are persons on the local level who have access to resources (financial, opportunity, or as part of the process) – we can scale this understanding to regional and levels.
.Networks are persons who are experts in a specific network and usually form around a compelling idea (Climate Change) and thus
Provides access to new ideas
Offers access to external expertise and support
Extends the opportunity for the insertion of wider knowledge 

## Next Generation GLOBE

***Building a New Culture for Teaching and Learning***

**Next Generation GLOBE**

**Notes:**
NGG IS ABOUT Building a Dynamic Learning Organization WHICH SUPPORTS A CULTURE OF TEACHING AND LEARNING THAT SUPPORT GLOBE STUDENT SCIENTIFIC RESEARCH.

## INQUIRY

** ****TEACHING, LEARNING,**
** ****STUDENT RESEARCH**
** ****COMMUNITY INVOLVEMENT,**
** ****LEADERSHIP **
** ****ORGANIZATIONAL MANAGEMENT OF CHANGE,**
** ****PROFESSIONAL GROWTH**

**.**

***ALL TAKE PLACE IN A CONTINUAL DYNAMIC OF ASKING GOOD QUESTIONS AND FINDING EVIDENCE THAT CAN GUIDE OUR MOVEMENT FORWARD***

## **Science community    **GLOBE Alumni   **Community Resource Persons

****Regional connections **International partnerships   **Parent Organizations**
****Education community **University resources   **Informal Education**
**	****   **

** ****are groups of people from diverse organizations with broad expertise and resources, who share a commitment to support and encourage teachers and students addressing complex environmental questions for the benefit of their communities.**

- GLOBE Learning Communities

**Notes:**
For NGG to usher in a premier world-wide science education program that is responsive to the educational needs of the 21st century LEARNING COMMUNITIES become essential SIMPLE BECAUSE PEOPLE need to coordinate to achieve tasks larger than anyone person can accomplish.
Each GLC will be partner specific and carry it’s own signature

## SPECIALIZED LEARNING RELATIONSHIPS

- NETWORKS

**GLOBE SCHOOLS NETWORK**

**SPECIALIZED NETWORKS**

_**Scientist Networks**_
** ****ESSP Scientists**
** ****NASA Scientists**
** ****Meteorologists**

-  _**Traditional Knowledge**_
** ****Native Alaskan**
** ****Aboriginal**
** ****African First People**

_**Students with Special Needs**_
_** **_**Schools for the Deaf**
** ****Stem Alliance Programs**

_**GLOBE Alumni**_

_**IPY**_

_**Partner Networks**_

**Notes:**
THE GLOBE SCHOOLS NETWORK IS A COLLABORATIVE NETWORK FOCUSING ON RESEARCH PARTNERSHIP

## Viewing Partner Support

***THROUGH THE LENS OF THE VISION OF NGG***
**it is important to think about Partner Support **
**in terms of how **
**PARTNERS**
**BUILD ****and ****MAINTAIN**
**              ******** ****relationships**
**                       ******** ****connections**
**                                ******** ****project-based collaborations**
**                                              ********context focus (ESSP’s)**

**Notes:**
Within the NGG Vision focusing on ESSP’s and Networks, the role of partnerships will be expanded. The role of Partner to recruit, train, and mentor teachers will remain but will now include the building and maintaining relationship with your GLOBE schools, school administrators, Science, and  Education communities etc all in support of Student PROJECT BASED LEARNING

## REGIONAL CONSORTIA GLC’S AND NETWORKS

**REGIONAL CONSORTIA GLC’S AND NETWORKS**

- Partner Initiative: the

- PRINCIPLE OF 60 OF SEPARATION
- (The further the connection the weaker the association)

- To the development of

**Notes:**
AS WHAT IS HAPPENING IN THE LOCAL AND REGIONAL ENVIRONMENTS IS THE INTEGRATING CONTEXT FOR GLOBE STUDENT SCIENTIFIC RESEARCH IT BECOMES VITAL FOR PARTNERS AND REGIONAL COORDINATORS TO BUILD GLC’S AND BUILD RELATIONSHIP WITH SPECIFIC NETWORKS.

## PARTNER INVOLVEMENT

**THE            TO SUCCESSFUL IMPLEMENTATION**

-   ESSP Projects
-   Student Research Initiatives
-   Evaluation of Student Learning

**IN SCHOOLS**

**Notes:**
GLOBE SUPPORTS THE PROPOSED LAW (by NAAEE) No Child left Inside
Building relationships within the Educational community and with school administrators will allow you to understand the readiness level of each GLOBE School in your Partnership to respond to opportunities and collaborations. I
It also helps facilitate ongoing evaluation of Student Learning.

## Existing GLOBE Schools

- Established 1994-2006
- (GSN)

- GLOBE Students

- GLOBE Partners

- GLOBE Scientists
- (incl. UCAR Affiliates)

- GLOBE Program Office
- (GPO)

**1. Basic Level**

- 2. Collaborative Level

- 3. Project Level

- Collaboratory

- GLOBE SCHOOLS AND THE GLOBE SCHOOLS NETWORK

**Notes:**
The GLOBE SCHOOLS NETWORK consists of all GLOBE Schools. Each GLOBE School is unique. Each has its own level of support. However, the Collaboratory leaves no GLOBE School behind and scaffolds its capacity to engage in collaborative scientific research.
	These schools can elect three levels of involvement
GSN Basic Level  -  value-added to program.......database of data for use in student research
The COLLABORATORY invites them to even greater participation
Discussions about data and its meaning
Discovery of what other students/teachers are doing

## 1. Basic Level

- (GSN)

_**Existing GLOBE Schools**_

- GLOBE Teachers

- GLOBE Students

- GLOBE Partners

- GLOBE Scientists
- (incl. UCAR Affiliates)

- GLOBE Program Office
- (GPO)

**2. Collaborative Level/ ESSP, regional, local**

- 3. Project Level

_**Project School Network**_

- PSN School

- PSN School

- PSN School

- PSN School

- PSN Criteria/
- PSN Incentive

- Collaboratory

- GLOBE SCHOOLS AND THE GLOBE SCHOOLS NETWORK

**Notes:**
ESSP pilot schools working on peer review
Watersheds comparing data
Seasons and Biomes –GS-Pals

## 1. Basic Level

- (GSN)

_**Existing GLOBE Schools**_

- GLOBE Teachers

- GLOBE Students

- GLOBE Partners

- GLOBE Scientists
- (incl. UCAR Affiliates)

- GLOBE Program Office
- (GPO)

- 2. Collaborative Level

**3. Student Research Field Campaign**

_**Project Schools Network**_

- PSN School

- PSN School

- PSN School

- PSN School

- PSN Criteria/
- PSN Incentive

- Non-GLOBE
- Schools

- GLOBE
- Alumni

- Collaboratory

- Project Specific Networks

- Specialized Networks

- GLOBE SCHOOLS AND THE GLOBE SCHOOLS NETWORK

**Notes:**
Scaled-
GLOBE One
Malaria
Tsunami
GS-Pals 

##         To Benefit the Environment

-         **To Benefit the Environment**

**The Learning Experience**

**The experience for students of knowing that what they are learning gives them the skills to problem-solve, create solutions, and speak to issues impacting Planet Earth.**

**G**

**L**

**O**

**B**

**E**

**Notes:**
As noted at the 2008 GLE the GLOBE Program offers a holistic scientific education. Each student’s learning experience increases their capacity for 

## GLOBE ESSP PROJECT-BASED LEARNING

_**Refocuses **_
****** ****the usage of technology to a central and  integral part of the process through the Collaboratory**
******the student role to one of carrying out self-directed research**

**Notes:**
In summary: Let us use this week to learn, discuss,