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Climate Change Science, Communication, and Action Online Course

Climate Change Science, Communication, and Action Online Course

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Climate Change Science, Communication, and Action Online Course

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  1. Climate Change Science, Communication, and Action Online Course Anne Armstrong PhD Student Cornell Department of Natural Resources, Civic Ecology Lab CLEAN Call, 12/18/2018

  2. About the Civic Ecology Lab Image Credit: A Healthier Michigan Image Credit: www.noaa.gov www.civicecology.org

  3. Main Team Jon SchuldtAssistant Professor Department of Communication Marianne KrasnyProfessor, Cornell DNR Director, Civic Ecology Lab Allison ChatrchyanDirector, Cornell Institute for Climate Smart Solutions • Danielle EisemanProgram Manager Cornell Institute for Climate Smart Solutions Mike HoffmannExecutive Director Cornell Institute for Climate Smart Solutions

  4. MOOC Approaches Connectivist MOOCs xMOOCs Our Approach, the Social Learning MOOC Krasny, M. E., DuBois, B., Adameit, M.,Atiogbe, R., Alfakihuddin, M. L. B., Bold-erdene, T., ... & Shian-Yun, L. (2018). Small Groups in a Social Learning MOOC (sIMOOC): Strategies for Fostering Learning and Knowledge Creation. Online Learning, 22(2), 119-139.

  5. Online Course Values Course design Social learning Equity Sustainability Course design Fee structure Final projects Social networks

  6. Some Factors Motivating Our Approach • Closing the online course "global achievement gap“ • Participant-participant and participant-instructor connections --> intent to join professional networks • Social support can assist participants in overcoming access barriers • Wicked problems require global engagement Kizilcec, R. F., Saltarelli, A. J., Reich, J., & Cohen, G. L. (2017). Closing global achievement gaps in MOOCs. Science, 355(6322), 251-252. Krasny, M. E., et al., (2018). Small Groups in a Social Learning MOOC (sIMOOC): Strategies for Fostering Learning and Knowledge Creation. Online Learning, 22(2), 119-139. Li, Y., Krasny, M., & Russ, A. (2016). Interactive learning in an urban environmental education online course. Environmental Education Research, 22(1), 111-128.

  7. 1. Literacy Climate Course Objectives 2. Network 3. Action

  8. Intended Course Audience Extension Educators & Volunteers in the northeast Environmental professionals, students, and volunteers with an interest in climate change.

  9. Actual Course Audience

  10. September 2017 Course Launched as a three-week, short course, attracting 1414 participants from around the world.

  11. January 2018 September 2017 Expanded course to four weeks to facilitate project completion and offer more content. 778 participants enroll.

  12. January 2018 September 2017 Redesigned as a six-week course with additional content. Offered concurrently as a 1-credit course for Cornell Undergraduates. 365 participants enroll. September 2018

  13. Learning Management Software Course Technology • General course information • Quizzes • Required Discussion Forum • Readings & Video Lectures • Webinar Info & Recordings

  14. Course Delivery Pre-recordedSpanish, Chinese, English Subtitles Frequently application-based Discussions Lectures Webinars Readings Mix of open-source academic articles, news media, and gray literature -Deeper Dives -Meet the Instructors -Student Presentations

  15. Social Media Platforms Course Technology

  16. Online Course TAs Participate in an international, Engaged Cornell experience Promote environmental stewardship and education Connect with students and professionals across world Use social and new digital media Practice a foreign language Develop online mentoring and communication skills

  17. Course Topics Climate Change Solutions Climate Change Communication, I Climate Change Science 1 5 4 3 6 2 Climate Change Communication, I Climate Change Actions Climate Change Impacts

  18. Community Groups (?)

  19. Webinars • Deeper Dives • Meet the Instructors • Student Presentations

  20. Preliminary Outcomes

  21. Completion 710 participants from 65 countries have earned certificates.

  22. Understanding of climate change science, communication, and action

  23. I've learned that a person's identity can play a role in their perception of climate change. Literacy

  24. Participant Connections

  25. Noaa.gov

  26. https://www.flickr.com/photos/ciat/15578922320

  27. https://www.flickr.com/photos/350org/4036549053

  28. It gave me a little extra information on climate change and its current and potential impacts. Although, the biggest thing I took from it was the push to make an action plan. Action

  29. I have used the PowerPoint on Gardening in a Warming World from Cornell Garden-Based Learning in two presentations - a MGV 2018 class and a Horticultural Society monthly meeting. More presentations are upcoming. Action

  30. I wouldn't say it's a specific idea that I've used, but I definitely found myself making decisions to reduce my emissions more while taking this course. Having the information in front of me reminded me of the urgency of the issue. I took the bus to work a lot more during the duration of the course, and I hope to continue to do so. Action

  31. Long term impacts ? Yue Li Post-Doctoral Researcher

  32. Takeaways • Online course platform effective for reaching broad audiences • Participants report improvements in their understanding of climate change science, communication, and action post-course. • Most participants connect personally with one or fewer other participants. • Some small change in self-report of climate change action for Sept. 2018 course participants

  33. Advisory Team Cornell Cooperative Extension Lori Brewer Andy Turner Deb Grantham Celeste Carmichael Kristi Sullivan UMaine Cooperative Extension Glen Koehler Northeast USDA Climate Hub Erin Lane

  34. Course Administration Research • Yueyang “Braven” Yu • Brian Hutchison • Kimberly Snyder civicecology@cornell.edu Yue Li Post-Doctoral Researcher Civic Ecology Lab

  35. Thank you! Email: aka67@cornell.edu www.civicecology.org