the Work of Critical Digital Pedagogy

Short Description:
This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy.

Long Description:
Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.

As the authors write in their introduction: “It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play.” This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

Word Count: 80489

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Agriculture or farming is the backbone of INDIA'S economy. As two-thirds of the population live in rural areas and depend(DIRECTLY OR INDIRECTLY) on agriculture for living. ICT is active in agriculture on the basis of seed development, soil development,weather forecasting etc. ICT is boon to farmers.
10 technological innovations that are revolutionising Indian agriculture
1. Barrix Ago Sciences ( bangalore based)
2. Anulek Agrotech ( mumbai based)
3. Mitra ( nasik based)
4. CropIn Technology Solutions ( bangalore)
5. Eruvaka Technologies ( vijaywada, andhra pradesh)
6. Skymet ( predicting climate risk)
7. Ekgaon ( gujarat based)
8. Digital Green ( community engagement)
9. FrontalRain Technologies ( bangalore based)
10. Agrostar ( pune based)

Students conduct autocorrelation and cross-correlation analyses on river discharge and climate indices to test the hypothesis that coastal streams draining mountainous terrain are strong indicators of climatic phenomena. Students must load the data, conduct analyses, and plot the results by writing an efficient MATLAB script, and must "publish" their code into a well-organized, well-commented, .pdf document (or .html on a website).

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In this EarthLabs activity, learners explore the concepts of coral bleaching, bleaching hot spots and degree-heating weeks. Using data products from NOAA's Coral Reef Watch, students identify bleaching hot spots and degree-heating weeks around the globe as well as in the Florida Keys' Sombrero Reef to determine the impact higher-than-normal sea surface temperatures have on coral reefs.

The use of dendrochronology in determining the geologic history of a location. The development of an understanding how tree growth can indicate the relationships between climate, geomorphology, ecology and archeology.

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Because of increased variability in populations, communities, and ecosystems due to land use and climate change, there is a pressing need to know the future state of ecological systems across space and time. Ecological forecasting is an emerging approach which provides an estimate of the future state of an ecological system with uncertainty, allowing society to preemptively prepare for fluctuations in important ecosystem services. However, forecasts must be effectively designed and communicated to those who need them to realize their potential for protecting natural resources.
In this module, students will explore real ecological forecast visualizations, identify ways to represent uncertainty, make management decisions using forecast visualizations and learn decision support techniques. Lastly, students will then customize a forecast visualization for a specific forecast user's decision needs.
The overarching goal of this module is for students to understand how forecasts are connected to decision-making of forecast users, or the managers, policy-makers, and other members of society who use forecasts to inform decision-making.

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In this activity, student teams learn about research design and design a controlled experiment exploring the relationship between a hypothetical planet, an energy source, and distance. They analyze the data and derive an equation to describe the observations. Includes student data sheets, a teacher's guide, and a tutorial on how to use the spreadsheet program Excel. This is Activity A in module 3, titled "Using Mathematic Models to Investigate Planetary Habitability," of the resource, Earth Climate Course: What Determines a Planet's Climate? The course aims to help students to develop an understanding of our environment as a system of human and natural processes that result in changes that occur over various space and time scales.

In this activity, students build a simple computer model to determine the black body surface temperature of planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Experiments altering the luminosity and distance to the light source will allow students to determine the energy reaching the object and its black body temperature. The activity builds on student outcomes from activity A, "Finding a Mathematical Description of a Physical Relationship." It also supports inquiry into a real-world problem, the effect of urban heat islands and deforestation on climate. Includes a teacher's guide, student worksheets, and an Excel tutorial. This is Activity B of module 3, titled "Using Mathematic Models to Investigate Planetary Habitability," of the resource, Earth Climate Course: What Determines a Planet's Climate? The course aims to help students to develop an understanding of our environment as a system of human and natural processes that result in changes that occur over various space and time scales.

Students explore how mathematical descriptions of the physical environment can be fine-tuned through testing using data. In this activity, student teams obtain satellite data measuring the Earth's albedo, and then input this data into a spreadsheet-based radiation balance model, GEEBITT. They validate their results against published the published albedo value of the Earth, and conduct similar comparisons Mercury, Venus and Mars. The resource includes an Excel spreadsheet tutorial, an investigation, student data sheets and a teacher's guide. Students apply their understanding to the real life problem of urban heat islands and deforestation. The activity links builds on student outcomes from activities A and B: "Finding a Mathematical Description of a Physical Relationship," and "Making a Simple Mathematical Model." This is Activity C in module 3, Using Mathematical Models to Investigate Planetary Habitability, of the resource, Earth Climate Course: What Determines a Planet's Climate? The course aims to help students to develop an understanding of our environment as a system of human and natural processes that result in changes that occur over various space and time scales.

In this resource, students learn about freshwater resources, how NASA uses satellites to measure precipitation, and how that data can be used in agricultural practices. Students use data from the NASA Global Precipitation Measurement satellite to explore precipitation patterns in two parts of the world and then make recommendations for how to reduce water use in agriculture and in their own lives.

In this activity students download satellite images displaying land surface temperature, snow cover, and reflected short wave radiation data from the NASA Earth Observation (NEO) Web site. They then explore and animate these images using the free tool ImageJ and utilize the Web-based analysis tools built into NEO to observe, graph, and analyze the relationships among these three variables.

This lab follows the second or third lecture on pollen analysis and Quaternary paleoecology. It should come after students have been introduced to pollen diagrams and covered such topics as: what is pollen, how are pollen grains dispersed, how are pollen records obtained from lakes and bogs, how are modern pollen data sets used to interpret fossil pollen data, and how are pollen diagrams designed and interpreted.
This lab serves as an introduction to the pollen database available from NOAA National Climate Data Center World Data Center for Paleoclimatology (http://www.ncdc.noaa.gov/paleo/pollen.html ( This site may be offline. ) ). The lab allows students to browse the contents of the SiteSeer pollen data base, which contains site information and summary pollen diagrams. SiteSeer allows searching by Site Name or Contact Person. It also allows limited filtering of the data by Age, Range, Location, and Pollen taxon. SiteSeer is a teaching tool to explain how to use and interpret pollen data. With this familiarity, students can obtain up-to-date information on pollen sites and actual pollen data from the NCDC WDC web page, using the Data Search tool and Web Mapper.
This lab exercise focuses on sites in the North American Pollen Data Base (NAPD), showing the many ways one might obtain this information. Working through a set of questions helps students understand the impressive pollen database available to study the vegetation history of North America.

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SYNOPSIS: In this lesson, students use a base number (1,000, 100, or 20) to compare the numbers of extinct, endangered, and vulnerable species and consider how their actions can help protect animals and plants.

SCIENTIST NOTES: This lesson lets students build their capacity to quantify and have a sense of the state of biodiversity in their community. This activity enables them to have a grip of species richness and conditions that impact biodiversity, track changes to biodiversity loss, and learn ways to protect biodiversity loss. All materials embedded in the lesson are credible. As a result, this lesson has passed our credibility review process.

POSITIVES:
-Students will consider how responsible decision-making impacts them and their environment directly.
-Students will link the math skills of writing and comparing numbers to real-life applications.
-Students at all levels of proficiency with number sense can participate using differentiated materials.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our Number Sense and Biodiversity unit.
-This lesson reinforces concepts of place value by giving students partner and independent practice. Students should already have an understanding of place value to at least 1,000 to fully engage with the materials.
-The Teacher Script can be used as a guide during the Investigate section.
-Work in the 1,000 Number Packet could be done outside of the designated time for lessons if students are working independently and the given time isn’t sufficient.
-The Number Packets include teacher keys.

DIFFERENTIATION:
-Students can work independently or in groups to complete the Number Packet.
-The Number Packet has some numbers filled in for students to stay on track. More numbers could be added for support.
-For K-1st, there is a 100 Number Packet that converts the number of species on the list to 100, instead of 1,000.
-For early kindergarten, there is a 20 Number Packet that converts the number of species on the list to 20 and does not specify by category. The packet uses simple terms such as “in danger,” “not enough information,” and “not in danger.” If you choose to use this resource, do not use the IUCN category vocabulary cards.

To prepare for this exercise, students do background reading (from journal articles selected by instructor) and participate in classroom lectures about various types of qualitative and quantitative paleoclimate data (including rock/sed. type, stable isotopes, and fluid inclusions). Then, they are given the assignment and asked to complete it on their own (or in groups of two). The assignment consists of four paleotemperature curves. One curve is from the Vostok ice core of Antarctica and another represents the GRIP ice core from Greeenland (Jouzel et al., 1987, 1993; Chapellaz et al., 1997). Two halite cores, one from Death Valley and one from Chile, are also represented (Lowenstein et al., 1998, 1999; Hein, 2000). Students answer written questions that ask them to identify coldest and warmest times in the past 150,000 years, that ask them if cores can be correlated, that ask them if they can distinguish local, regional, and global warming and cooling trends. They are also asked how to better resolve paleoclimate data from this time period. The final questions ask students how confident they would feel about using this data to make paleoclimate predictions into the future. After the students have completed in turned in their assignment, we have a class discussion about the exercise, using the questions to guide us. This discussion can be supplemented with predictions from climate models and explanations of different types of paleoclimate data.

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In this Earth Exploration Toolbook chapter, students select, explore, and analyze satellite imagery. They do so in the context of a case study of the origins of atmospheric carbon monoxide and aerosols, tiny solid airborne particles such as smoke from forest fires and dust from desert wind storms. They use the software tool ImageJ to animate a year of monthly images of aerosol data and then compare the animation to one created for monthly images of carbon monoxide data. Students select, explore, and analyze satellite imagery using NASA Earth Observatory (NEO) satellite data and NEO Image Composite Explorer (ICE) tool to investigate seasonal and geographic patterns and variations in concentration of CO and aerosols in the atmosphere.

In this lesson, students will take temperature readings in the outdoor classroom, compare them to data from a graph, and discuss the numerical differences between the readings and the data.

In this lesson, students will take temperature readings in the outdoor classroom, compare them to data from a graph, and discuss the numerical differences between the readings and the data.

Students explore the increase in atmospheric carbon dioxide over the past 40 years with an interactive online model. They use the model and observations to estimate present emission rates and emission growth rates. The model is then used to estimate future levels of carbon dioxide using different future emission scenarios. These different scenarios are then linked by students to climate model predictions also used by the Intergovernmental Panel on Climate Change.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Monsoons impact millions of people every year --farmers rely on rain for their harvests, and lives are threatened by flooding or landslides. And yet, it remains very hard to predict monsoons early and accurately. European researchers have now devised a new way to estimate the monsoon season in India. This innovative approach uses a rare isotope, beryllium-seven.The forecasts are not only more accurate than traditional methods, but also available earlier, which could give governments and residents more time to prepare. This unusual weather-tracking approach works because of how air circulates on Earth. Each hemisphere features three large-scale patterns, or cells: the Hadley, Ferrel, and polar cells. Where two cells meet is a convergence zone. Monsoons --seasonal shifts in wind that trigger heavy rain --happen at the intertropical convergence zone, or ITCZ. Monsoons are seasonal because the Earth’s tilt affects the ITCZ’s location..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In this activity, students learn how carbon cycles through the Earth system by playing an online game.