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

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