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Improving Science Communication Through Scenario-Based Role-Plays

Improving Science Communication Through Scenario-Based Role-Plays. Dr Erik Brogt & Dr Jacqueline Dohaney. Who are we? Multi-disciplinary Research Team. Erik Brogt , Jacqueline Dohaney , Tom Wilson, Mark Quigley, Ben Kennedy, Brendon Bradley – University of Canterbury

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Improving Science Communication Through Scenario-Based Role-Plays

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  1. Improving Science CommunicationThrough Scenario-Based Role-Plays Dr Erik Brogt & Dr Jacqueline Dohaney

  2. Who are we?Multi-disciplinary Research Team Erik Brogt, Jacqueline Dohaney, Tom Wilson, Mark Quigley, Ben Kennedy, Brendon Bradley – University of Canterbury Emma Hudson-Doyle, David Johnston – Massey Jan Lindsay – University of Auckland Educational researchers, Geologists, Engineers, Risk Communication and Hazard researchers

  3. Improving Communication Skills • Graduates have poor communication skills • Communication not embedded systematically or explicitly in tertiary science / engineering curricula • Poorly constrained communication best practices • Poorly constrained communication performance measures Disaster context – Crucial skill needed in times of crisis and business-as-usual. Expectations from the public and policy-makers that scientists must communicate well.

  4. What variables contribute to communication? CommunicationExperience

  5. How can we assess communication performance? Proxies for performance (i.e., variables to explore...) Communication Competence (i.e., confidence) Communication Experience Perceptions of Science Communication Earthquake Content Knowledge Measures (Self-reported questionnaires) -> Competence Survey (SPCC; validated) -> Experience & Perceptions Surveys (created for this study) -> Earthquake scenario pre-post interview

  6. How can we assess communication performance? (Actual) Communication Performance Observations and in-class performances (i.e., press conferences, interviews, media statements) Pre-post communication interviews (videotaped) Scored with validated rubric (2PS)

  7. Why Scenario-Based Role-Plays? • Real-time feedback, authentic, active • Flexible: pace, scaffolding and difficulty can be adjusted on the fly • Complexity and cognitive load under the control of facilitators • Can serve different target audiences • Previously designed and tested SBRP: Volcanic Hazards Simulation • Established method in other fields (e.g. business, medical sciences, military)

  8. Scenario

  9. Learning Goals Explain and communicate (in plain speak) the geology of a given earthquake event. Predict, list and describe impacts to infrastructure and society from a large earthquake near Greymouth NZ. Propose appropriate recommendations to the public before, during and after an earthquake event

  10. Learning Goals Compose and deliver multiple formats and styles of communications and to diverse stakeholders. Effectively communicate the scientific uncertainties associated with an ongoing earthquake event and the likelihood of a future earthquake event. Communicate effectively in all scenarios. Criteria for effectiveness includes information which is organised, accurate, relevant, readily understood and delivery which is competent and culturally inclusive.

  11. Customized GIS-based tools & datasets

  12. Perceived Benefits:Providing experience and feedback to learners • Learners’ confidence with communicating improves • Multiple opportunities to watch and participate in authentic communication styles, formats, and contexts • Interviews, Team discussions, Press conferences • Participants will have a higher confidence with science communication • Quality of communication increases • Appropriate to stakeholders information needs • Appropriate to stakeholders’ backgrounds • Transparency of decision-making

  13. Project Outcomes • Robust science communication measures • Flexible curricular design with can be used in different contexts, with different users

  14. Progress to date • Learning goals discussed with instructors and defined • Basic version of simulation developed • Tested in four iterations (to different groups of students, and instructors) • Communication proxies in development • Two international conference presentations given as well as several international research talks

  15. Next steps • Data analysis of the first version of the simulation underway • Data gathering for research purposes in the next few months

  16. Thank you! Contacts: Erik Brogt Jackie Dohaney erik.brogt@canterbury.ac.nz jdohaney@gmail.com

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