# Presentation: 067449

## GLOBE Learning Communities (GLC)

**GLOBE Learning Communities (GLC)**
**And**
**GLOBE Schools Network (GSN)**

**Notes:**
NGG is a timely response to the needs of the 21st century student.. 

## GLCs, GSN and IESSPs Working` Together

**World-wide GLOBE Learning Community (GLC)**

**GLOBE Schools Network (GSN)**

**GLOBE IESSP Participant Community**

**GLCs, GSN and IESSPs Working` Together**

**Notes:**
This presentation attempts to give you a clear idea of how the GSN Transition Team views the functioning of the GSN within the NGG’s vision for a worldwide community dialogue that will:
 raise environmental awareness in GLOBE communities.
Increase student, teacher and public knowledge about the Earth System
 promote successful student research experiences on the environment through IESSP participation.

## Partnership Vision

**GLCs and GSN in partnership with GLOBE IESSPs: **
** ****Enhance the GLOBE learning experience; **
** ****Broaden the audience;**
** ****Give students and teachers access to a community of top scientists;**
** ****Expose them to programs that are on the cutting edge of Earth system science research.**

**Notes:**
The primary partnership for Next Generation GLOBE is the partnership with NASA and NSF’s Integrated Earth System Science Research Projects.
Establishing GLOBE’s niche in the world of science education.
Critical Elements
 IESSP’s with its access to top scientists..
 World-wide learning community...the sum total of all local school communities, regional consortia, science communities and education communities.

## IESSP Project-Based Approach to 

**GLOBE Science Education**

***GLCs***** become ****essential**** to the success of participating schools because**** **
***what is happening***** *****in their communities***** **
**becomes ****the integrating context**** for GLOBE science and student research.**

## GLC Regionalization Strategy

** ****a group of diverse organizations; **
** ****with broad expertise and resources; **
** ****who share a common commitment to support teachers and students in the implementation of GLOBE for the benefit of their community.**

_**Goal:**_** Regional GLC capacity-building, programmatic sustainability, and support of student inquiry and research.**

**GLC Regionalization Strategy**

**Notes:**
GLC’s are the strategy through which GLOBE Regionalization efforts work to enable regions to become self-organizing, regionally managed, and community-based organizations that have a visions of supporting GLOBE partnerships , teachers and students in rich and varied ways.
GLC’s are becoming more focused on the building of a new culture for teaching and learning. As GLOBE Partners and Country Coordinators, worldwide, anticipate IESSP’s and project-based learning the development of local and regional GLC’s must become a priority.

## GLCs: Intentionally Formed to Support Student Learning within the Context of GLOBE

-  Members participate because of relevant expertise or common interest.
-  Task features and learning goals.
-  Participation structures focused on member contributions.
-  Mechanisms for further growth.

_**Goal Structure:**_
-  Ensure relevance to local educational needs.
-  Increase efforts to promote and support local or regional GLOBE Projects and field campaigns that can build communities among local or regional schools and scientists tied to scientific or environmental questions.

**GLCs: Intentionally Formed to Support Student Learning within the Context of GLOBE**

## Active Communities of Practice

*** Four Areas of Expertise:**
** **Education
-  Science
-  Technology
-  Environment

**A community of practice in any of the four areas of expertise* is potentially a “hotbed in which new ideas germinate, where new methods and tools are developed, and where learning is continuous.”**
***--Wenger, 2002***

**Stewards of Competencies**

**Notes:**
An important aspect of GLC development is the fostering of active communities of practice. These CoP’s function as stewards of competencies, providing the rigor to the coordinated networked learning....the expertise situated in GLC’s.

## Project-Based Learning

**Project-Based Learning**

**Refocuses the usage of technology to a central and integral part of learning in the GLOBE community.**

**Notes:**
21st century literacy is the set of abilities and skills where aural, visual, and digital literacies overlap.
GLOBE’s focus on IESSP’s enable us to feature
 content models of teaching and learning
 dispersed networked model

## The GSN represents a communal process of learning embedded in computer-supported environments that provide the tools to share ideas and engage in the collective advancement of inquiry.

**Local/Regional Collaborative Project Level**

**GLOBE ****Basic Level**

**GLOBE IESSP Project Participation Level**

** ****Promote Student Research**
** ****Build Partnerships (school/school, student/student, student/scientist)**

**Levels of Involvement**

**Tens of thousands of schools in over 100 countries!**

**GLOBE IESSP School**

**Notes:**
GSN Level 1: centers around school implementation strategies (data entry and analysis within a classroom context....and...student research is focussed on local competition (e.g. science fair, state envirothons,
Functions as the base of networked learning by providing baseline data.
 GSN Level 2: Implementation models feature collaborating in local/regional environmental impact studies, field campaigns, and a student research design.
Functions as a contributor of inquiry, student research and voice to the evolving knowledge base of GLOBE students in the GSN.
 GSN Level 3: is populated by IESSP project schools that serve as specialized research partner for each of the IESSP’s.
Functions as the locus of specialized project work and in creating and managing the dialogue of distributed projects.

## Goal: Establish a collaborative global network that links schools and communities to IESSPs and supports student research and learning. 

_**Goal**_**: Establish a collaborative global network that links schools and communities to IESSPs and supports student research and learning. **

**Students will be engaged in many different modes, venues, and levels of participation.**

**Notes:**
All GLOBE Schools – the NGG Vision is to develop a functioning network

## GLOBE Schools in the Network

**GLOBE School Capacity Requirements**

** ****Minimally one teacher trained in at least one protocol.**
** ****Scientific capacity and willingness to contribute to GLOBE.**
** ****Technological capacity and willingness to actively participate in a network.**
** ****Willingness, commitment, and capacity to collaborate with other schools in support of student research.**
** ****Scientific and technological capacities and the commitment to partner with an Integrated Earth System Science Project and to promote student research. **

**GLOBE Basic Level**

**Local/Regional Collaborative Level **

**GLOBE IESSP School Level**

**GLOBE Learning Communities facilitate student inquiry through ****their support, expertise and their engagement in the GSN.**

## Levels of Involvement: Implementation Models

**  ****Data entry, and analysis within a classroom context. Student research focus on local competition (e.g. Science Fair, State Enviro-thons).**
**  ****Functions as the base for a networked learning community by contributing data.**
***“******How can I use the science of GLOBE protocols to conduct local and/or regional environmental impact studies?”***** **
**  ****local/regional projects, field campaigns, student research.**
**  ****Contributes research, inquiry, and voice to the evolving knowledge base of the network.**
** **

**Levels of Involvement: Implementation Models**

**GLOBE Basic Level**

**Local/Regional Collaborative Level **

**GLOBE IESSP School Level**

***Populated by IESSP project schools that serve as specialized research partners for large scale Integrated Earth System Science Projects***
**  ****Focus on specific IESSP science theme.**
**  ****Specific roles and responsibilities outlined.**
**  ****Schools expected to collaborate with one another and IESSP science community.**
**  ****Student Research**

## GLOBE Use of Technology  Tiered Approach 

**GLOBE Use of Technology **** Tiered Approach**

| Tier 1: Conventional |  |  |  |
| --- | --- | --- | --- |
| Face-to-face | Postal Mail | Fax | Tele- / Video-  Conference |

| Tier 2: Handheld   |  |  |  |
| --- | --- | --- | --- |
| PDA | Text messaging | Blackberry / RIM  | Podcast |

| Tier 3: Low Bandwidth Internet |  |  |  |
| --- | --- | --- | --- |
| Email ( data entry, forum posts, listserves, etc.) | Low-graphic / text-based blogs | Instant Messaging(IM) / text based format | CD-roms of Internet Content |

| Tier 4: High Bandwidth Internet |  |  |  |
| --- | --- | --- | --- |
| Forums | Wikis | Blogs | Webchats / Instant Messaging (IM) |