Catalogue.htm Shows how collaborative work can help with GCSE revision in this case geology. OLYMPICGAMES Two collaborative activities in the form of a quiz and a sorting http://www.collaborativelearning.org/catalogue.html
Extractions: MATERIALS CATALOGUE PLEASE NOTE THAT WE ARE ONLY SENDING STORYPROPS AND RELATED GAMES BY POST, PLEASE TAKE A LOOK AT THE ONLINE MATERIALS WHICH YOU CAN DOWNLOAD IMMEDIATELY. COLLABORATIVE LEARNING PROJECT Project Director: Stuart Scott, 17 Barford Street, Islington, LONDON N1 OQB Telephone: +44 (0) 20 7226 8885 Fax:+44 (0) 20 7704 1350 email:collearn@rmplc.co.uk Website: www.collaborativelearning.org Supporting a cooperative network of teaching professionals throughout the European Union to develop and disseminate accessible teaching materials in all subject areas and for all ages. HOW TO ORDER MATERIALS FROM US Cheque or official order please. Cheques to be made out to "Collaborative Learning Project". All activities are titled and price coded, and the price includes packing and first class postage and is designed to cover our administrative costs. We don't make a profit from selling activities. It has not been easy to provide clear explicit and short descriptions of an activity, so if you are unhappy with anything please return it for a refund. Please order by title, and can we encourage you (this will sound most unbusinesslike, but our aim is to disseminate process, not make money out of selling resources) to order only a few activities to begin with, so that you can begin to adapt and adopt the different strategies, and then be inspired to make your own and send them back to the project. And please do send back your versions since this is what keeps the project alive.
Education World® : Collaborative Projects : Archives : Science geology. Schools from around the world participate in this collaborative projectas of living and working in space problemsolving activities to engage http://www.education-world.com/projects/archives/science.shtml
Extractions: The WISE Web site created by scientists, researchers, classroom teachers, and technology experts guides students and their teachers in investigating scientific problems. The goal of the site is setting students on a course of lifelong scientific learning. INCLUDED: A teacher and his students who have used the WISE approach offer their thoughts. Its easy for teachers to integrate science and math projects on the Internet! The Center for Improved Engineering and Science Education (CIESE) provides teachers with the necessary classroom tools for five free projects and for several real-time projects that connect students worldwide. Included: Comments from teachers across the grades who have used the CIESE projects! (Ongoing)
Collaborative Learning Macdonald, RH, and BykerkKauffman, A., eds. (1995) collaborative andooperative activities as tools for teaching and learning geology. http://www.dlese.org/annualmtg/AnnualMtg2000/sessionwreport.html
Extractions: We will begin by uncovering what participants already know, and what we would like to learn, about our session topic. We will examine, and modify if necessary, the goals and objectives of the session to reflect what issues we particularly want to discuss. From this, we will use a variety of small-group activities to explore our common interests and concerns. I would like to share some cooperative group formats (structures) that might be especially applicable to classrooms in which students are working with DLESE materials in conducting research, solving problems, or investigating academic controversies.
DLESE Catalog System Review Results Climatology, Environmental science, geology, History and These activities will strengthenstudent understanding of ability to use collaborative processes and http://www.dlese.org/results_search_histogram.jsp?topic=History and philosophy o
Nanga Parbat Data for over 15 years on the fascinating and complex geology of northern spent in Pakistanon field logistics and supplies as well as on collaborative activities. http://www.lehigh.edu/~pkz0/nanga_files/Noverview.html
Extractions: AN ACTIVE-SYSTEM HIMALAYAN PERSPECTIVE Scientific Rationale. Nanga Parbat, the westernmost 8000 meter peak of the Himalaya, provides perhaps the world's best exposures of rocks which are being subjected to the forces and chemical processes that occur during the collision of continents. We are using Nanga Parbat as a natural laboratory to study these processes while they are still active, for Nanga Parbat is world-renowned as a site of what is, from a geologist's perspective, extraordinarily rapid uplift and erosion. Planned Measurements. To fully understand how the rocks of Nanga Parbat have been deformed and modified, we are exploying a broad variety of techniques which include structural geology and geomorphology to determine how material is entering and leaving the Nanga Parbat region, seismological and electromagnetic probes of the crust immediately beneath Nanga Parbat, and a variety of geochemical techniques to better understand how the crust of Nanga Parbat was created and is being modified. Significance of Project to Pakistan.
Courtney K. Harris - Physical Sciences Contaminants and Marine geology in the New York Bight Modern Sediment Dynamicsand a Legacy for collaborative Interdisciplinary activities. http://www.vims.edu/physical/faculty/harris_ck.html
Extractions: www.vims.edu/~ckharris Assistant Professor of Marine Science B.S., University of Virginia M.S., University of California, Berkeley M.S., Ph.D., University of Virginia top Sediment dispersal and reworking in the north-western Adriatic. Funded by the Office of Naval Research as part of the EuroSTRATAFORM project.
Bridge - Geology what a bolide is, the geology of the This collaborative online project compares sandsfrom across detailed topic information, online quizzes and activities. http://www.vims.edu/bridge/geology.html
Extractions: EarthNet - Virtual resource center for all levels of earth science. Highlights include classroom activities, ask-a-geologist and search for teaching resources by topic, grade level or resource type. U.S. Geological Survey Learning Web - K-12 educational resources on geology including classroom activities and lesson plans. The Chesapeake Bay Bolide: Modern Consequences of an Ancient Cataclysm - Comprehensive and easy to understand website about a bolide (extraterrestrial body) that crashed into what is now the Chesapeake Bay. Gives great introduction about what a bolide is, the geology of the impact and how it influenced the location of the Chesapeake Bay and some of its rivers. Sands of the World - Think sand is boring and worthless? Well, think again. This collaborative online project compares sands from across the globe and includes an extensive gallery of close-ups of sand, explains musical sand, and teaches you how to say SAND in different languages. To join the fun, send a sample of your local sand and receive a vial of Rhode Island sand in exchange then compare the two. Oceanography: An ONR Science and Technology Focus Site - A comprehensive site from the Office of Naval Research with detailed topic information, online quizzes and activities. Go to Beaches under the Habitats section for information and activities on beach geology.
USGS International Program Latin America & Caribbean and Guyana are interested in promoting collaborative activities. collaborative effortsfocused on hydrology (stream southern Honduras), and geology (health of http://international.usgs.gov/reglatiname.shtml
Extractions: The USGS historically has been active in South America, a region that has long been involved in the mineral and mining sectors. USGS has collaborated with counterpart agencies in Bolivia and Venezuela to produce mineral resource assessments of the Alti Plano in Bolivia and in the eastern part of Venezuela. Currently, workshops on human health issues related to the environment are underway in Venezuela and Chile. Suriname and Guyana are interested in promoting collaborative activities. Oil and gas assessments are of interest as well. All South American coal-bearing countries have been involved in the World Coal Inventory project. USGS has conducted an extensive two-year project in the Central American countries of Guatemala, El Salvador, Nicaragua, and Honduras on the impact and devastation created by Hurricane Mitch in October 1989. Collaborative efforts focused on hydrology (stream gage monitoring networks), biology (health of the shrimp economy in southern Honduras), and geology (health of coral reefs, landslides, earthquakes, volcanoes), along with data clearinghouse networks, satellite imagery interpretation, and training in Geographic Information Systems (GIS). Much of this work was done in close collaboration with other Federal agencies such as the National Oceanic and Atmospheric Administration (NOAA) and the U.S. Army Corps of Engineers (USACOE).
Extractions: Personal Information Name: James D.L. White Date of Birth: 19/08/58 Family: Married, one child Qualifications (a) Qualification name: Institution: Date of Graduation: Ph.D. University of California Santa Barbara December 1989 M.S. University of Missouri-Columbia August 1985 B.S. Texas Christian University May 1981 B.A. Texas Christian University May 1981 Professional Affiliations/Memberships (List) Geological Society of New Zealand International Association of Sedimentologists American Geophysical Union Australia-New Zealand Regional Advisory Committee, American Geophysical Union International Association of Volcanology and Chemistry of the Earth's Interior: IAVCEI IAVCEI Commission on Volcanogenic Sedimentation (co-leader, 1998-) IAVCEI Commission on Explosive Volcanism Languages (List and indicate your proficiency in any language other than English) German, rudimentary spoken
Exploring Geology Using The Internet Examples of collaborative geology Projects. All about Glaciers; geology and GeologicTime Exhibit Geosphere Lessons and activities Network Montana Project K http://k12science.org/k12partner98/geology.html
Extractions: Home K-8 Workshops 9-12 Workshops Site Visits ... Contacts Exploring Geology Using the Internet Today's workshop will focus on using the Internet in the study of geology. You will begin with hands-on exploration of a wide range of Internet-based resources, from live earthquake data to collaboration with geologists and volcanologists at the U.S. Geological Survey. Several curriculum projects will be introduced. As a result of this workshop, you will be prepared to use Internet-based geology resources in your classrooms. Consulting Experts in the Field
Virtual Textbook By Kathee Terry); geology activities and Lessons (Nebraska Earth Science Water activities/LessonPlans. the Internet and handson collaborative, problem solving http://www.earthsky.com/Teachers/Textbook/
Extractions: (This site is targeted at elementary school students, features hands-on science activities from five children's and science museums from around the country. Uses animation, sound, quizzes and other techniques to encourage kids to explore science. By the Howard Hughes Medical Institute.) Collaborative Lesson Archive
Extractions: Teaching/Learning Activities Conceptual Learning Problem Solving Object and Document Analysis ... Case Studies Virtual Labs and Field Trips Presentations Collaborative Learning Authentic Inquiry Virtual Labs and Field Trips This page includes examples of Web-enabled virtual labs and field trips from Biotechnology How To Calculate Biodiversity? William R. Jones, MEES-698 (Biofilms and Biodiversity*), University of Maryland Biotechnology Institute This assignment asks students to conduct an online experiment by following a series of steps, reading extensive information, testing a biodiversity measurement tool, and reviewing a set of critical thinking answers. The assignment is intended to provide relevant, hands-on experience with the research process and allow students to learn by testing and evaluating scientific hypotheses. This assignment is part of a course offered by the Collaborative Virtual University Education Program (VIRTUE) , and it contains a number of interactive modules designed to develop practitioner skills in students. In one such assignment, "
TBR--Department Of Academic Affairs Information Systems (GIS) and structural geology, image processing CERI), world leaderin collaborative research, is a core Dollar Impact of External activities. http://www.tbr.state.tn.us/academic_affairs/initiatives/researchinit1.htm
Extractions: Tennessee Board of Regents Universities At the June 2002 Board of Regents quarterly meeting, Dr. Paula Myrick Short, Vice Chancellor for Academic Affairs, and research officers from TBR universities presented major research initiatives within the TBR system. The research officers and Board staff meet quarterly to pursue collaborative activities and to discuss various issues or topics related to sponsored research. The outcome expected from this collaboration is that the Tennessee Board of Regents universities will be competitive with its peers and recognized as among the top systems in providing sponsored research. One function of a university is to provide knowledge through research and innovative activities. These activities also augment instruction at the institution. Through research and public service activities, for example, many students participate in class-related projects or participate directly in a project as part of their scholarly work at the institution. Through their research offices, TBR universities also provide faculty and staff with opportunities for research and public service. Although other research, instructional/training, and public service activities are conducted by TBR universities, listed below is a summary of major activities.
GE145: Structural Geology Target Audience geology concentrators, usually sophomores and juniors, a few WritingAssignments InClass activities (collaborative Learning, Hands http://www.brown.edu/Administration/Science_Education/ICSE/GE145.html
Extractions: Writing assignments: There are two writing assignments for this course, both very short, so they will be encouraged to work hard on them and to revise at least once. Innovation (applies to both writing assignments): I tell students at beginning of the semester that my goal is for them to improve their writing skills, so they can revise each assignment as many times as they wish, and I will record only the final grade. (In practise almost every student revises the first assignment at least once, and some up to 3 times; over half the class revises the second assignment at least once. One requirement for this to work is that the assignments must be given out quite early in the semester.) The first assignment is to write an abstract for a brief (4 page) article from the research literature, that describes a 'practical' application of several fundamental principles we have just covered in class. I hand out a xerox copy of the article without its original abstract, plus an assignment sheet that includes goals and procedures, plus a couple of example abstracts. (Everyone writes an abstract for the same article.)
Non-Collaborative Web Page Web-Based Activity Lessons on space, insects, robots, geology, biology, and high school students havedeveloped interactive, collaborative, dynamic webbased activities in the http://www.siec.k12.in.us/~west/online/noncoll5.htm
Strengthening Geophysics And The Geology/geophysics Interface Chinese Academy of Exploration for collaborative access to research and teachingacross the geology and Geophysics at the ANU node to advance GIS activities. http://www.es.mq.edu.au/GEMOC/annrep97/geophys.htm
Extractions: funding by ARC of a Seismic Consortium headed by Flinders University with Macquarie, Monash, Sydney, Queensland and ANU as partners and with strong support from AGSO and the Australian Geodynamics CRC. A pool of seismic tomography equipment will be available for projects by Consortium members. new collaboration between GEMOC and Geophysics at Sydney University has been initiated with development of a major collaborative project and application for 1998 funding. a seismic study of MOHO depth in the Sydney region was set up with a Macquarie seeding grant. a new 48 channel seismometer was purchased with part GEMOC funding (for research and teaching). agreements were reached with the Chinese Academy of Exploration for collaborative access to extensive geophysical datasets. Dr Mark Lackie and Dr Phil Schmidt initiated planning for a major new joint facility (involving CSIRO, Macquarie and other Universities including SUCOGG) for rock magnetism research.
Strengthening Geophysics activities 1997. 1997 these were advanced by the amalgamation of geology and Geophysics beenstrengthened with development of a major collaborative project and http://www.es.mq.edu.au/GEMOC/annrep_1997/Geophysics97.htm
Extractions: the amalgamation of Geology and Geophysics at Macquarie into a single administrative unit from 1998 will facilitate closer linkages and interfacing in teaching, research and industry interaction first use for a Macquarie-funded project of the pool of seismic detectors which form part of the ARC Seismic Consortium (headed by the University of Adelaide/Flinders University with Macquarie, Monash, Sydney, Queensland and ANU as partners and with strong support from AGSO and the Australian Geodynamics CRC) collaboration between GEMOC and Geophysics at Sydney University has been strengthened with development of a major collaborative project and application for 1999 funding the new 48 channel seismic recorder (purchased in 1997 with part GEMOC funding) was used for both research and teaching in geophysics a new gravimeter and additional seismic equipment (geophones and cables) for both teaching and research were funded for 1998 through the Macquarie University Capital Equipment scheme Dr Mark Lackie and Dr Phil Schmidt were successful in obtaining ARC RIEFP funding for a major new rock magnetism joint facility (involving CSIRO, and SUCOGG Universities, with Macquarie as the lead institution) for rock magnetism research
1 Science in conjunction with the RCMP based on expertise in the departments ofBiology, Anthropology and geology and laboratory collaborative activities. http://www.stmarys.ca/academic/fgsr/research/policies/strat_plan/res_thrusts/res
Extractions: RESEARCH THRUST 1: RESEARCH FOR ATLANTIC CANADA COMMUNITIES Major objectives to further develop Saint Mary's University as a centre of interdisciplinary and collaborative research that is directly applicable to social, economic, cultural and political issues of Atlantic Canada. to provide stable funding for the continued operation of the Gorsebrook Research Institute. to maintain a critical mass in Criminology research that will permit the development of a world-class Criminology research program to position the university to contribute to the new Partnerships for Community Economic Development Program Current strengths and role of the Research Chairs Saint Mary's is a community-based university that places great importance on its accessibility to all members of the regional community, particularly groups that have been traditionally disadvantaged. Research is one component of this community focus. Although such research may be locally based, the techniques and outcomes may have global relevance. The University has close links between its local research and its strong program in International Development. Two nodes of the community-research program are identified for development: Atlantic Canada Studies . Saint Mary's University has a long established tradition of excellence in Atlantic Canada Studies and maintains the Gorsebrook Research Institute as the focus of such research. The Atlantic Canada Studies program involves more than 33 professors from 14 departments and the University offers Nova Scotia's only undergraduate degree program in Atlantic Canada Studies and the Masters program, established in 1983, remains unique in the field. It combines social scientific, ecological, and cultural-historical perspectives, and is highly research oriented. The internal strength of the program is illustrated by the fact that graduates of the program have won the Governor General's Gold Medal for the best postgraduate student for the past five successive years.
Presentation Of Marine Geology Group - ICM (CSIC) The investigation of the Group of Marine geology of the CSIC programs (a total of17 Projects and collaborative Agreements of TechnicalScientific activities. http://www.icm.csic.es/geo/gma/geo1uk.html
Extractions: INSTITUTE OF MARINE SCIENCES (CSIC) The scientific activity of the Marine Geology Group of the CSIC in Barcelona begins in 1980, within the Department of Stratigraphy of the University of Barcelona , led by Dr. A. Maldonado . The Group contributed to a strong impulse in the field of the Marine Geociences in Spain. Initially named as Unit of Marine Geology it was integrated in the Institute of Earth Sciences "Jaume Almera" European Scientific Committee of the Ocean Drilling Program, Advanced Study Workshops on Mediterranean Marine Geosciences IOB, SCAR, etc). On the other hand, the Group of Marine Geology of the CSIC has developed a work of great transcendency in both basic science and marine technology, obtaining its best results in main projects of international scientific cooperation. Among these stand out the " Ocean Drilling Program InterRidge and "Tredmar" supported by the Unesco, the European Science Foundation and the EU "Mast" Program. The main research topics and objectives in focus in the Group of Marine Geology of the CSIC of Barcelona are the following: (1) Shelf-Ocean Transfer influence in sedimentary processes and models of particulate matter and associated pollutants in the marine environment. (2)
CBB Library And Information Services as envisioned in our proposal, the collaborative web site t talked with the Batesfaculty activities during the geology Peter Lea, Bowdoin College Robert Nelson http://www.cbbnet.org/projects/
Extractions: Robert Thomas , Bates College The Botany Database, developed by Barry Logan (Bowdoin College) and Robert Thomas (Bates College) in collaboration with the Educational Technology Center (Bowdoin College), was designed to provide students with access to images (along with supporting information) used in lecture and laboratory sessions of botany courses. The WEB-based database has been used extensively in several courses at Bates and Bowdoin Colleges and student feedback has been positive. In the past year, we improved the Botany Database by initiating a comprehensive floristic survey of Bowdoin College's Coastal Studies Center (directed by Jessica Brooks, a Bowdoin College undergraduate), adding records associated with Prof. Thomas' "Plants and Human Affairs" course, incorporating images from the Kate Furbish collection, and rendering the "Search" tool more specific. In the coming year, we plan to develop a quiz tool, allowing students to examine their own knowledge of selected plant species. We also will include "Quick-time VR technology that enables a viewer to "move around" three-dimensional images of plants or plant parts from species representative of major taxa. We will also enhance the Botany Database aesthetically with a new Introductory page and overall appearance.
