NASA Langley Distance Learning Center Programs EDMEDIA 2002 1 NASA Langley/CNU Distance Learning...

NASA Langley Distance Learning Center Programs EDMEDIA 2002 1

NASA Langley/CNUDistance Learning ProgramsRandall Caton, Department of Physics,

Computer Science and Engineering, Christopher Newport University

Thomas E. Pinelli, Office of Education, NASA Langley Research Center


Acknowledgements• We thank Shannon Ricles, Bobbye Bartels,

Loren Yee, Bernie Freeman, Heidi Boyette, Jeff Seaton, Cory Gilbert, William Bensen, Chris Giersch, Jennifer Pulley, Cheryl Keeton, Katrina Townes, Kevin Krigsvold, Michael Bibbo, Clyde Lewis, Robert Starr, and William Williams for their contributions to various programs discussed in this presentation.

• NASA Grant NAG-1-2219 and NASA Grant NCC 435 provide funding support for these programs.


June 19, 2002

A Unique Collaboration: NASA and Learners


I. Introduction The NASA Langley Distance Learning

Center programs employ both advances in information technology and in effective pedagogy to produce a broad range of Science, Technology, Engineering, and Mathematics (STEM) materials to complement and enhance other educational efforts. The ultimate goal is learning. We integrate a variety of modalities to achieve this goal.


I. IntroductionThe NASA Langley Distance Learning programs• focus on math, science, engineering, and/or

technology• cover a spectrum of education levels from K-

adult • are free to the public• have 450,000 registered educators• have 12.5 million registered students• are used in 60 countries• appear on many television networks• have many partners and affiliates include NWF


II. Major Goals of Distance Learning Programs

• to increase educational excellence• to enhance and enrich the teaching of

mathematics, science, and technology• to increase scientific and technological

literacy• to communicate the results of NASA

discovery, exploration, innovation and research


III. History of Distance Learning Programs

• NASA CONNECT 1997• NASA Science Files (formerly NASA Why?

Files) and NASA's Destination Tomorrow 2000• NASA's Kids Science News Network (KSNN)

and NASA LIVE 2001• The programs have won numerous (~60)

awards for distance learning, videography, and web design, including 8 Emmys.


IV. Description and Methodology for Distance Learning Programs

We define distance learning as “getting people--and often video images of people

--into the same electronic space so they can help one another learn,” and we provide “a system and process that connects learners with distributed sources”

Putting the Learning into Distance Learning, B. Filipczak, TRAINING 32, no. 10, pp. 111-118 (October 1995), EJ 511 253.


IV. Description and Methodology for Distance Learning ProgramsAll pre-college distance learning programs

• support the national mathematics, science, and technology standards

• support K-12 systemic change

• involve educators in their development, implementation, and evaluation

• are based on alliances and partnerships

• seek to invoke a sense of geographic, ethnic and cultural diversity



Integrated Modalities• Video broadcast - narrative

open, closed, descriptive captioningEnglish, Spanish

• Text – lesson guides downloadable in PDF• Activities with inexpensive materials• Web activities – simulations• Audio – plans for public radio in future



• NASA CONNECT

• NASA Science Files (formerly NASA Why? Files)

• NASA's Destination Tomorrow

• NASA KSNN

• NASA LIVE


NASA CONNECT

Goal: Support the integration of mathematics, science, and technology in grades 6-8.


NASA CONNECT

Description:• connection between the mathematics, science,

and technology concepts taught in the classroom and NASA research

• 30 minute broadcast• classroom activities – low cost materials• web activities - simulations• resource-rich teacher guide (PDF on web)


NASA CONNECT connect.larc.nasa.gov


NASA CONNECT

Methodology (1 of 2): • components complement one another and produce a

cohesive, flexible unit for classroom use• the broadcast intersperses classes of students from

diverse backgrounds and geographical locations doing the activities

• experts from diverse backgrounds• dynamic hosts weave the story together and take the

students on an adventure in learning• mentors from partner organizations


NASA CONNECTMethodology (2 of 2): • the cartoon character Norbert invites viewers to

reflect on what they are learning• short animated mathematics activities are featured

during the video as reinforcement• script produced in conjunction with educators and

the scientists featured in the video• activities are developed and tested by educators• lesson plan contains connections to national

standards, resources, a glossary, a complete description of the activity, and extensions and questions (PDF on web)


NASA CONNECTStudent Outcomes:

1) Make connections between the mathematics, science, and technology taught in their classroom and the real world applications by observing NASA engineers and scientists;

2) increase understanding of mathematics, science, and technology concepts through hands-on and interactive web activities;

3) develop the literacy and technology skills needed to use the Internet for investigation and research;

4) view mathematics, science, and technology as a process requiring creativity, critical thinking, and problem-solving skills;

5) gain awareness of careers requiring problem-solving skills, mathematics and science proficiency, and technology application;

6) gain awareness of NASA: programs, projects, and facilities;

7) and overcome stereotyped beliefs by learning about women and minorities actively involved in challenging engineering and scientific tasks.


NASA Science Files

Goal: The NASA Science Files television broadcast, web site, and educators’ guide use Problem-Based Learning (PBL) to help students in grades 3-5 explore topics through scientific inquiry.


Description: • series of four, standards-based instructional

programs for grades 3-5 that introduce students to science as inquiry, the scientific method, problem-based learning and NASA

• each 60-minute program is divided into four 15-minute “teachable segments” and is supported by a web site and resource-rich teacher guide.

NASA Science Files


Methodology (1 of 3): • tree house detectives are confronted with

real-world problems and are provided with the knowledge and tools to attack the problem

• four 15-minute instructional segments• features content experts from NASA and the

STEM community• museum resources, experiments, and

classroom activities to help the tree house detectives solve the problem.

NASA Science Files


Methodology (2 of 3):

• web component nerve center of learning experience – separate sections for students, educators, and parents– content information, experiments and activities, experts to contact,

and a variety of other resources to aid student teams in finding possible solutions to the featured online problem

– teams take on role of scientist solving the online problem– array of Problem-Based Learning tools (action plan, basic design log,

PBL questions, “get up and go”, problem board, problem log, reflection journal, scientific investigation log, scientific method flowchart, scientific process log, and web site evaluation)

– resources and guidance for the team’s culminating report and presentation

– essential information is one click away and other information a maximum of three clicks away

NASA Science Files


NASA Science Files scifiles.larc.nasa.gov


Methodology (3 of 3): • educators’ guide is designed to augment the

television broadcast and can be downloaded from the web site or received in the mail

• guide features segment overviews, program objectives, vocabulary, classroom activities, worksheets, literature and Internet resources, and implementation strategies

• team of elementary school teachers, NASA researchers, and NASA Distance Learning Center staff develops the programs and guides.

NASA Science Files


Student Outcomes:

1) Increase understanding of Problem-Based Learning and science as inquiry;

2) develop the literacy and technology skills needed to use the Internet for investigation and research;

3) increase scientific and technological literacy;

4) gain awareness of careers requiring problem-solving skills, mathematics and science proficiency, and technology application;

5) view mathematics, science, and technology as a process requiring creativity, critical thinking, and problem-solving skills;

6) gain awareness of NASA: programs, projects, and facilities;

7) and overcome stereotyped beliefs by learning about women and minorities actively involved in challenging engineering and scientific tasks.

NASA Science Files


NASA's Destination Tomorrow

Goal: Create and heighten the interest of high school students and adult learners in mathematics, science, technology, and NASA.


NASA's Destination Tomorrow

Description:• 30-minute nationally aired video programs

designed to increase the scientific literacy of educators, parents and lifelong learners

• material is drawn from current research and spin-offs developed at NASA Centers – primarily the NASA Langley Research Center.


NASA's Destination Tomorrowdestination.larc.nasa.gov


NASA's Destination TomorrowMethodology: • theory and principles of adult learning guide the

developers• topics are chosen to broaden the public’s perception of

NASA beyond space and flight by discussing less known spin-offs of NASA researchers

• 30-minute show is divided into five 5-minute segments: Behind the Scenes, How It Works, On the Runway, Future/Tech Watch, and Retrospective and two 30-second “Did You Know?” vignettes

• two hosts set the tone of the show and introduce the segments

• individual correspondents cover the segments in depth and interview one or two researchers.


NASA's Destination TomorrowOutcomes: 1) Stimulate and increase scientific and technological

inquiry and literacy;2) enhance, enrich, and facilitate the learning process;3) gain awareness of NASA: programs, projects, and

facilities;4) interest NASA and university collaboration;5) increase outreach to the informal education

community;6) increase interest of under-represented groups in

mathematics, science, technology, and NASA;7) improve literacy of students who do not use English

as their primary language.


NASA Kids Science News Network

Goal: Support national efforts to prepare all children to succeed in mathematics, science, and technology.


NASA KSNNDescription:

• series of 1-minute lively, kid-oriented news breaks that explain mathematics, science, technology, geography and computer science concepts

• web support

• activities

• address misconceptions

• wide visibility


NASA KSNN ksnn.larc.nasa.gov


NASA KSNNMethodology (1 of 2):• pilot program at CNU to develop scripts,

activities, and web page contentTeams of 3-4 preservice teachers develop scripts,

activities, background material and web page content

Teams work with content expert for their projectEffective communication with 3-5 graders through

the video medium is presented in class

• programs are professionally produced with child actors in English and Spanish


NASA KSNN

Methodology (2 of 2):

• activities and introductory material available on the web

• considering producing some of the newsbreaks using animation software like FaceStation

• content is drawn from common misconceptions and NASA material


NASA KSNNStudent Outcomes: 1) Stimulate interest in and increase understanding of

mathematics, science, and technology; 2) correct commonly held mathematics, science, and

technology misconceptions;3) gain awareness of NASA: programs, projects, and

facilities; 4) increase scientific and information technology

literacy; 5) increase interest of minority and female students in

mathematics, science, technology, and NASA; 6) and improve literacy of students who do not use

English as their primary language.


NASA LIVE

Goal: Increase the understanding of mathematics, science, technology, and NASA among: K-12 students and educators, 13-18 students and faculty, and adult (life long) learners in formal and informal settings.


NASA LIVE

Description: • synchronous (two-way), interactive

videoconferencing sessions• communicate NASA Langley research,

educational programs and career opportunities to educators and students in grades K-12, grades 13-18, and adult learners

• 30 topic series is currently available on the NASA LIVE web site


NASA LIVE live.larc.nasa.gov


NASA LIVEMethodology:• connect students to real problems and real world

applications of STEM• topics are chosen based on an educational need to

complement university courses relating to STEM as well as aeronautics

• interactive 60-minute videoconference live from NASA Langley– 30-minute presentation– 20-minute Q&A segment– 10-minute overview of educational and professional

opportunities

• on demand conferences


NASA LIVEOutcomes: 1) Stimulate and increase scientific and technological inquiry and

literacy;2) enhance, enrich, and facilitate the learning process;3) model the effective use and integration of instructional

technology;4) raise awareness of NASA pre-college, college/university, and

distance learning programs;5) gain awareness of NASA: programs, projects, and facilities;6) increase NASA and university collaboration;7) increase outreach to the informal education community;8) increase interest of under-represented groups in mathematics,

science, technology, and NASA;9) and improve literacy of students who do not use English as their

primary language.


V. Validation and Evaluation of Distance Learning ProgramsTesting and Evaluation of Activities and

Web Site• NASA CONNECT activities are tested by teachers during a

special summer program• Focus groups of middle school teachers select three NASA

CONNECT programs and the teacher and students are observed by NASA distance learning educators

• NASA Science Files web site development, formative evaluation and usability tests are conducted before and during each season with the help of public and home-based educators in grades 3-5. The results are evaluated and used to improve the usability and structure of the web site


V. Validation and Evaluation of Distance Learning ProgramsSurvey Data

1998-1999 NASA CONNECT Program



2000-2001 NASA Why? Files Program

1000 surveys sent to a randomly selected group of registered educators


V. Validation and Evaluation of Distance Learning Programs

Survey Data

About 100 questions on

• demographics

• attitudes towards technology

• use and availability of technology

• evaluation of components of program



T elevision Program s

57

15

43

37

25

48

45

18

51

37

25

48

20

28

60

0

10

20

30

40

50

60

70

80

90

100

Pr o g ram 1 Pr o g ram 2 Pro g ram 3 Pro g r am 4 Pro g r am 5

Q 16: D id yo u u se the fo llo w i n g pr og ra m s?

Y es N o M ay in the future



Television Programs

• Question #26:

The programs were a valuable instructional aid.

Mean = 4.47

Minimum = 3

Maximum = 5

Count (n) = 704.44 4.47

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

99-00 00-01

Mea

n



Television Programs

• Question #34:The programs presented women and minorities performing challenging engineering and scientific tasks.

Mean = 4.47Minimum = 3Maximum = 5Count (n) = 68

4.51 4.47

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

99-00 00-01

Mea

n



Lesson Guide

• Question #40:

The lesson guides were a valuable instructional aid.

Mean = 4.36

Minimum = 2

Maximum = 5

Count (n) = 84

4.4 4.52 4.36

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

98-99 99-00 00-01

Mea

n



C l a s s r o o m A c t i v i t y

6 0

1 0

3 8

3 7

1 7

4 7

4 3

1 5

4 4

3 8

1 7

4 1

2 8

1 9

4 5

0 %

2 0 %

4 0 %

6 0 %

8 0 %

1 0 0 %

P r o g r a m 1 P r o g r a m 2 P r o g r a m 3 P r o g r a m 4 P r o g r a m 5

Q 4 6 : D i d y o u u s e t h e c l a s s r o o m a c t i v i t y ?

Y e s N o M a y i n t h e f u t u r e



Classroom Activity

• Question #51:

The classroom activities (experiments) were easy for me to use.

Mean = 3.86

Minimum = 1

Maximum = 5

Count (n) = 73

4.49

3.86

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

99-00 00-01

Mea

n



W e b - B a s e d A c t i v i t y

6

4 0

5 4

4

4 0

5 5

3

4 0

5 6

1 5

3 3

5 1

5

3 9

5 4

0 %1 0 %2 0 %3 0 %4 0 %5 0 %6 0 %7 0 %8 0 %9 0 %

1 0 0 %

E d u t o u r M . A . X . I P P E X H u r r i c a n e G a m e I S S

Q 5 3 : D i d y o u u s e t h e w e b - b a s e d a c t i v i t y ?

Y e s N o M a y i n t h e f u t u r e


VI. Future Directions• Spanish versions of NASA's programs and web

sites• Evolve NASA Science Files web page into a more

useful learning center for kids and parents for home schooling

• Streaming some of the video broadcasts from our web sites

• Dissemination on DVD• Move to web conferencing• Teacher training in using technology• Science education research - welcome collaborators

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