Field Education GPS Development Workshop: April 15-16, 2016

April 15-16, 2016

Idaho State University, Pocatello, ID

Ben Crosby (ISU), Ian Lauer (ISU), Beth Pratt-Sitaula (UNAVCO)

Meeting Goals

• Understand the guiding principles underpinning the GETSI project and its relationship to SERC
• Sketch out the module: Develop a common and specific vision of your module goals and components and document it in the Checkpoint #1 workspace
• Be able to use the Serckit website content management system
• Become familiar with the module development steps and know where to look up additional information as needed
• Create a workplan, timeline, and communications plan
• Initiate Ian's task list for summer and beyond
• Prep for August Short Course

April 15, Friday

• Overview plan for the meeting
• GETSI Guiding Principles, Development Cycle and collaboration with SERC
  • Resources:
    • Introduction to GETSI-Field Guiding Principles (PowerPoint 2007 (.pptx) 4.2MB May2 16)
      
      
      Click to view
      
      
    • GETSI-Field Materials Development Rubric (Microsoft Word 2007 (.docx) PRIVATE FILE 138kB May2 16)
      • GETSI-Field Short Grading Rubric (Excel 2007 (.xlsx) PRIVATE FILE 54kB May2 16)
    • Climate, Earth Science, and GETSI-specific literacy principles (Acrobat (PDF) 51kB Jan18 14).
    • Geodesy Grand Challenges (Acrobat (PDF) 9.7MB Jan24 14)
    • Interdisciplinary Approaches to Teaching
    • Teaching Geoscientific Thinking
    • Teaching with Data
    • Excel tutorial
• (around 3pm) Skype with UNAVCO GPS field engineers
  • Brendon Hodge (kinematic and campaign resource person) - works for UNAVCO GI (geodetic infrastructure) Polar Programs under Joe Pettit
  • Keith or Mike Fend or Spencer (campaign resource) - works under Jim Normandeau
  • Other UNACVCO people
    • Fran Boler - runs a section of GDS (geodetic data services) and would serve as the best contact for data archiving (including metadata considerations) and archive searching for good campaign networks that exist already
    • Dave Phillip - runs another section of GDS but very useful for community-wide vision and analysis of options
      • see notes from conversation with Dave and other community members on the Chkpnt #1 Workspace
• Existing teaching & development resources, GPS knowledge base materials,
  • http://geodesy.unr.edu/ UNR plug and Play? - Bill Hammond, Geoff Blewitt
  • UNAVCO Knowledgebase GNSS
  • Tim Melbourne's geodesy course (GEOL432 at CWU) - Beth has uploaded these files to Dropbox at this link. Both Ian and Ben should have the folder shared with them but let Beth know if you have access issues.
  • Kate Shervais, who did much of the work for the High Rez Topo has written Kate's Wisdom Document for module development (Microsoft Word 2007 (.docx) 21kB May4 16) for Ian and Ben's reference
• Learning Goals/Outcomes & Assessment (including rubrics)
  • GETSI-Field -- Development Approach, Learning Goals, Instructional Methods (PowerPoint 2007 (.pptx) 2.5MB May2 16)
    
    
    Click to view
    
    
  • GETSI-Field -- Rubrics and Assessments (PowerPoint 2007 (.pptx) 1.5MB May4 16)
    
    
    Click to view
    
    
  • Discuss strategies for addressing the guiding principles in module and work on module-level goal/s.
  • Record your ideas in "Checkpoint #1 Workpage" for now.
  • Materials in Progress links to teaching module pages.
    • High Precision Positioning (link broken) - http://serc.carleton.edu/getsi/teaching_materials/high-precision/index.html
    • Analyzing High Resolution Topo (link broken) - http://serc.carleton.edu/getsi/teaching_materials/high-rez-topo/index.html
  • Resources to work with
    • Bloom's Taxonomy Handouts (Zip Archive 371kB Jan22 18)
    • InTeGrate overview of setting learning goals
    • Webinar about learning goals webinar from InTeGrate
    • Setting and articulating learning goals from Barb Tewksbury's course design tutorial
• Content Management System Intro to SERC Content Management System (PowerPoint 2007 (.pptx) 1011kB Apr14 15)
  • SERC's CMS Help and Instruction pages
  • You are most likely to start with Quick Edit Help and Using SERC Workspaces
• Instructional Strategies (including metacognition)
  • Instructional Strategies and Metacognition (PowerPoint 2007 (.pptx) 3.2MB Apr14 15)
  • Resources:
    • InTeGrate resources on Metacognition
    • Many ideas for Teaching Methods from SERC's Pedagogy in Action site
    • Role of Metacognition in Learning
    • Webinar about metacognition screencast from InTeGrate
    • Flipped Classrooms 2-page overview by Educause. The NSTA book Lecture-Free Teaching is specifically for the college level.
    • 5-E Instructional Model overview by NASA Education
    • Some reviewed collections of high quality teaching materials include CLEAN and Earth Exploration Toolbox
• August 2016 Short Course Prep
  • Review Analyzing High Resolution Topo for ideas and to discuss the August Short Course resource needs/uses
    • Ben: Overall module is very comprehensive and complete - a few suggestions were made and Kate did them
    • Pre-assignments
      • Use 123D Catch as an introduction to SfM
        • Ben would write paragraph to send out to participants
        • Can't really export point cloud easily but great for showing concept
      • Manuals to read
    • SfM resources
      • a little more descriptions and pictures of target options - in the Instructors/Investigators manual
        (add 1-2 sentances to the SfM Field Manual to acknowledge different target options)
        • common rock spot
        • simple frisbee with X
        • Agisoft coded markers
        • jacob staff (or scale bars)
        • Agisoft coded markers at either end of a scale bar (formal or informal)
  • Notes from March 29 meeting
  • Short course equipment
    • Bringing ISU total station - YES
    • Using jacob staffs for targets AND bring example set of Agisoft targets (perhaps printed on plastic by a sign store)
• Other things for Ian summer
  • PC is best
  • Software needs - UNAVCO RTK GPS typical software, Agisoft, Adobe Creative Suite, Office, Arc, Cloud compare
  • Ian can probably keep the computer past Aug 19 if IUSE is funded but that is not 100% sure.

April 16, Saturday

• Work time developing the module outline and alignment between learning goals/outcomes and assessments
  • Resources:
    • InTeGrate resources and designing assessments
    • Webinar about aligning assessment screencast from InTeGrate
    • Understanding What Our Geoscience Students Are Learning: Observing and Assessing
    • University of Connecticut Assessment Primer
    • Webinar about rubrics screencast from InTeGrate
    • Show Example Outcomes from the Natural Hazards: Hurricanes team
      Hide
      
      Learning Outcomes After this module, students should be able to:
      
      1. Define and calculate risk (i.e., probability of hazard * cost)
      
       

Assessment: exam/quiz/in-class prompts "Based on the image provided, how could the person minimize her risk?" and "For each of the following locations/hurricanes (include some pairings of place, hurricane, population, etc), calculate the risk to life and property."

• 2. Describe the causes of the natural hazard (e.g., hurricanes form as an atmospheric instability over warm water, in a region with little or no vertical wind shear, in sufficient latitude for Coriolis).
  
   

Assessment: Pre/Post multiple choice test that includes a confidence rating.

• 3. List several risks of the natural hazard (e.g., high winds, storm surge, flooding after initial surge, coastal land loss, destruction of infrastructure including roads, power plants, etc. and subsequent risks from those).
  
   

Assessment: Pre/Post multiple choice test that includes a confidence rating.

• 4. Explain how precipitation impacts the surface of the Earth and can lead to movement and change in the hillslope and river systems.
  
   

Assessment: Have students sketch and annotate a concept map or physical diagram showing relationships, including, for example, the effect that a high magnitude event makes in the sensitivity of a landscape to further change.

• 5. Analyze maps and images to determine landscape changes and hazardous areas, e.g. repeat images for changes in the topography and coastlines, topographic maps for areas of flood hazard.
  
   

Assessment: exam or quiz question based on a lab/project/homework.

• 6. Describe the size of a particular event compared to averages and medians (e.g., ACE index of a single hurricane, or an entire season)
  
   

Assessment: exam/quiz/in-class prompt "Use the ACE index to rank the size of these two hurricanes."

• 7. Make relevant predictions (e.g., effects of the hurricane, past similar events)
  
   

Assessment: homework assignment or in-class essay or exam based on lab/project/homework.

• 8. Describe the range of possible hurricane impacts to an area, and be able to communicate those hazards to a general audience.
  
   

Assessment: lab report/problem set/take-home exam/exam essay question

• 9. Explain the challenges of making decisions based on probabilities