Web 2.0 for schools e-Science: A hands-on approach Hilary Smith

1. Research 2.0 workshop, e-Social Science Conference, Manchester, 18th June 2008 Web 2.0 for schools e-Science: A hands-on approachHilary Smith University of Sussex, hilarys@sussex.ac.uk Josh Underwood,Kevin Walker, Geraldine Fitzpatrick, Rose Luckin, Steve Benford, Judith Good, Duncan Rowland

2. Talk outline • Introduction to research themes and project • Context of science learning and previous findings • DIY energy • Some initial findings • Implications for Research 2.0 • Questions

3. e-Science Usability Historical projects • Ambient Wood – Equator ‘play and learning’ • Public Understanding of e-Science – Equator • SENSE Aim: putting e-Science in the hands of educators investigating ways to support teachers in creating new, usable learning experiences for themselves and others appreciating the changing nature of science; science in society as dialogue, scientists’ public outreach, building community for collaboration

4. Core themes Data gather, share, collaborate • Engage students in real world science • Give access to resources not available in schools • Engage with scientists • Build resource repository • Investigate equipment sharing possibilities • Work on science process in science enquiry • Technologies to support these processes

5. Issues raised by teachers Strengthen links between school and real-world science Secondary level science in greater need than primary 21C curriculum feels unsupported by training Equipment required to support e-Science is largely already in place, but under utilised Don’t assume internet access in the classroom Minimal learning requirement for any new technology introduced Use of mobiles in school for e-science activity likely to be problematic

6. Context of learning People • Learners are 11-14 years science students - KS3 • Teachers • Science technicians • Research scientists in specific science domains Possible locations • School science lab, science festival • School grounds • School trip museums, science centres, University G&T lab • After school journey home, home, family trip, with friends, parks, beach

7. Research questions • What is required to take our exemplar lesson resources and use in a KS3 science lesson (people, technical and other resources)? • How can familiar technologies e.g. web 2.0, support science experiment data assimilation, reporting, reflection, sharing, communication? • What opportunities exist for sharing science kit and engaging with active scientists?

8. The DIY energy experience How much energy can your turbine design generate to charge an iPod?

10. In-class, double science lesson • Contextualising lesson • Inspiring story blog resource • Experiment task introduced as group competition • Example turbines and power yield from previous students’ work on blog • Group work • Think, plan, build design • Designs photographed and uploaded to Flickr • Competition • Video evidence on You Tube • Calculate power yield per design, determine winner • Reporting and reflection • Each group’s blog post links photos, video, text reports • Experiment summaries written • Questions for a scientist

11. Technology and resources used In-school lab experience • Wind turbine experiment craft resources, turbine test circuits, fans • Technology Laptops (2), mobiles with camera(2), network connections (2), iPods, calculators • Web 2.0 Shozu, Blogger, Google spreadsheets, You Tube, Flickr, Skype • People 1 teacher, 2 researchers (as tech. assistants), 1 science technician

12. Google Docs for data capture & data sharing You Tube for evidence flickr for sharing designs Total of all power contributions and current battery level Blogger for experiment reports

13. In-school initial findings • Technology • Setting up mobiles for uploads (Shozu) • Familiarity with multiple sites brought into blog • Availability of each site’s servers • Upload speeds from phones • Getting students directly blog posting in-session on limited number of laptops • School • Decisions on students’ own mobiles (school policy) • School network site filtering • People • Teacher preparation • Scheduling for teacher planning time • Allow students direct access to blog via emails / un-moderated comments?

14. Comments on tools used (or not)

15. Implications for Research 2.0 • Web 2.0 familiarity engaged students’ interest in getting photo and video evidence taken and uploaded • can motivate to review and reflect? • Collaborations between school science and real science is possible: • questions for scientist answered on blog within 24 hours ready for re-visits • School ICT infrastructure not yet ready for speeds required e.g. skype conference • Teachers and technicians do not have set-up time required for this one-off, elements could be incorporated gradually to all lessons • Findings are applicable beyond science learning

16. Future plans Explore other tools to support the collaborative experience e.g. scheduling with scientist, agreeing on collaboration topics, scheduling loan of shared kit Identify other possible reflection and reporting mechanisms that link in with blog e.g. audio reports Determine learning benefit of web 2.0 tools compared with existing methods Extract generic technology solutions for teachers to adapt depending on availability of resources, set-up and preparation time etc.

17. Questions?

18. Acknowledgements e-Science Usability project is funded by the ESRC, DIY Energy resource was funded by an RCUK Public Understanding grant, Teachers David Daniels and Nicola Halstead, Summer camp participants and research helpers in Brighton. Project: www.informatics.sussex.ac.uk/escience-usability Learners’ Blog: e-science4schools.blogspot.com hilarys@sussex.ac.uk