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PANEL 3

PANEL 3. Peter Pissierssens IOC/UNESCO 50 years of Education and Awareness raising for shaping the Future of the Oceans and Coasts.

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PANEL 3

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  1. PANEL 3 Peter Pissierssens IOC/UNESCO 50 years of Education and Awareness raising for shaping the Future of the Oceans and Coasts

  2. Panel 3 : Educational Technology and modern methods of education for the development of national and regional potential for the support of marine sciences and observations

  3. Development of innovative technologies for the collection of observations, for presenting and exchange of information and for connecting people around the globe opened a door for adding new approaches to traditional educational methods and for close cooperation between teachers, scholars, scientists, socio-economists in the formulation of relevant educational programmes. • Effective application of interdisciplinary approach will require an appropriate number of high quality human resources, facilities and infrastructure. • Are the educators ready to cope with new technological developments; and • What should be done to make them ready to meet new challenges?

  4. OceanTeacher: a versatile tool for ocean data and information management training Peter Pissierssens IOC/UNESCO 50 years of Education and Awareness raising for shaping the Future of the Oceans and Coasts

  5. Overview • The IOC and its IODE • Training and Education in data management • The Technology Shift • Regional networking • OceanTeacher • The IOC Project Office for IODE • Lessons Learned • The way forward 5

  6. The IOC and its IODE • IOC: Established in 1960 • IOC: “to promote international cooperation and to coordinate programmes in marine research, services, observation systems, hazard mitigation and capacity development in order to learn more and to better manage the nature and resources of the ocean and coastal areas” Warren WoosterFirst Exec Sec IOC 6

  7. The IOC and its IODE • 1960: requirement for a structure to co-ordinate international oceanographic data exchange • IOC-I, 1961: Working Group on Exchange of Oceanographic Data established: • the facilitating of exchange of oceanographic data, the standardization of forms for reporting and coding data, the encouragement of the preparation of data catalogues, and the assistance of development of national oceanographic data centres 7

  8. IODE Terms of Reference (2005) • to facilitate and promote the exchange of all marine data and information including metadata, products and information in real-time, near real time and delayed mode; • to ensure the long term archival, management and services of all marine data and information; • to promote the use of international standards, and develop or help in the development of standards and methods for the global exchange of marine data and information, using the most appropriate information management and information technology; • to assist Member States to acquire the necessary capacity to manage marine data and information and become partners in the IODE network; and • to support international scientific and operational marine programmes of IOC and WMO and their sponsor organisations with advice and data management services. 8

  9. IODE data centres 1961-2010 9

  10. IODE data centres 1961-2010 10

  11. Training and Education in data management • NO formal academic degrees or even curricula in oceanographic data management and even library management • data managers start as either (ocean) scientists or information technology specialists • acquire the knowledge, expertise and experience on the job • IODE training: visiting experts and internships • >1980: training courses 11

  12. The Technology shift • The 1970s 12

  13. The Technology shift • 1977: Commodore PET • 1977: Apple II • 1981: IBM 5150 13

  14. The Technology shift: The Internet • 1957: ARPANET(The Advanced Research Projects Agency Network) • + RAND (miltary) + NPL (UK) + Cyclades (France) • 1980s: Oceanography: SCIENCEnet • 1990: Internet • 1993: WWW 14

  15. Data Centres and the Technology Shift • Pre-1980: exchangeand deliver data bymagnetic tape • 1980-1990: floppy disk • >1990: send files overthe Internet - ftp 15

  16. The Digital Divide • NODC Adaptation • Developing Countries • Poor infrastructure + Costly • Widening gap between people with effective access to digital and information technology 16

  17. 1987: IODE’s Regional Networks • Ethiopia, Somalia, Kenya, Tanzania, Mozambique, Madagascar, Mauritius,Seychelles, Comores • Send email and consult database 17

  18. ODIN Model • Linking training, equipment, operational support: provide not only equipment but also training as well as some financial support to operate the equipment and develop products; • Regional context: focus on national requirements but also identify similar needs across a region and develop regional products and services that serve all participating countries in a region; • Product and service oriented: do not develop data centres as isolated facilities but ensure these centres provide services and products that are needed by users; and • Multi-stakeholder approach: ensure that the project is driven by stakeholders as representatives of users and involve these stakeholders as much as possible in the governance of the project. 18

  19. Example: ODINAFRICA • PHASED + LONG-TERM • Phase 1: sub-regional test bed of 7 countries • Phase 2: 20 countries: setting up data centres and marine libraries; develop metadata and data bases; start development of products • Phase 3: 25 countries: construct a Pan-African coastal observing system including a core network of tide gauges; data products (Atlas)/ national and regional work plans • Phase 4: multi-sectoral data; share data (cooperation in OceanDataPortal) 19

  20. National vs Regional vs Global • National priorities come first: country-driven • National databases • National data products: national atlas, policy brief,… • Public awareness products • But we also need to promote cooperation between countries: regional/global products • Regional e-repositories: validate local research work • Regional Atlas: attract decision makers • Contribute to IODE OceanDataPortal: GLOBAL 20

  21. Long-term! • 1989 • 2013 2009-2013: ODINAFRICA-IV 21

  22. Reaching the users • Can we use the WWW? • NODCs: YES • Public has very limited access toInternet in Africa • ?? 22

  23. Reaching the users 23

  24. Cellphones distribution 24

  25. Reaching the users • Use technology that is available • Example Tamil Nadu (India):local weather forecast for fishermen • Deliver data products directly to users 25

  26. One size fits all? Different regions: • Different development status • Different educational status • Different needs • Different cultures Solution: • Participatory approach to needs assessment and project development • National coordination committees: stakeholders! 26

  27. Regional Networks development • 1989-1996: RECOSCIX-WIO • 2000-…: ODINAFRICA • 2005: ODINCARSA • ODINCINDIO • ODINECET • 2009: ODINWESTPAC • 2009: ODIN-PIMRIS 27

  28. OceanTeacher • Tool that underpins the education and training element of all ODINs • Idea born in 1997: IODE Resource Kit (predecessor OceanPC): CD-ROM based product with a range of marine data management and information management material, including software, quality control and analysis strategies, training manuals, and relevant IOC documents • Comprehensive self-training and resource tool for newly established NODCs, and to assist managers and staff members to acquire the skills to set up and run new IODE centres • 2001: Becomes OceanTeacher 28

  29. OceanTeacher • An expert and training resource for marine data and information management • Multiple audiences: • Starting data and information managers • Marine researchers • University students • Experienced data and information managers (CPD) • Classroom courses + distance education 29

  30. Distance Education Prof A Prof B Prof C 30

  31. OceanTeacher: what’s new? Digital Library Classroom “binary” structure 31

  32. Wikipedia vs OT DL • Wikipedia is written collaboratively by largely anonymous Internet volunteers. • OceanTeacher Digital Library: content is provided by identified experts who have been selected based upon their expertise. Only registered editors can edit content. 32

  33. Moodle • Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). • It has become very popular among educators around the world as a tool for creating online dynamic web sites for their students. 33

  34. OceanTeacher 34

  35. OceanTeacher Content • General • Marine Data Management • Marine Information Management • Glossaries 35

  36. Content.. 36

  37. Courses • Basic • Advanced • Applied • Accredited • CPD • Interdisciplinary

  38. Only DL? • NO! • Interaction between student and lecturer is important • Distance Learning complements classroom lectures or assists local trainer to prepare lectures 38

  39. IOC Project Office for IODE • International Training Centre • International Conference Centre • Host for IOC/IODE data and information services • Based in Oostende, Belgium • Main support from Flanders Government • Close cooperation with Flanders Marine Institute (VLIZ) • 2005-2009: > 700 students from 120 countries 39

  40. IOC Project Office for IODE 40 40

  41. Course venues • REGIONAL: ODINs • Cooperation with otherorganizations: • POGO 41

  42. Cooperation: POGO • Partnership for Observation of the Global Oceans • Nippon Foundation-POGO Centre of Excellence in Observational Oceanography at the Bermuda Institute of Ocean Sciences (BIOS) 42

  43. Other partners • International Ocean Institute • SeaDataNet • WMO, NOAA, EUMETSAT • SPINCAM project (CPPS-IOC) 43

  44. Course calendar 2010 Marine Information Management • Training Course on Preservation and Archiving of Digital Media • Literature and databases of the Marine Sciences • Disaster Management and Recovery Marine Data Management • Introduction to Marine Data for Young Scientists • Basic Marine Data Management: (i) ocean data collection development; (ii) intro to marine metadata; (iii) Ocean data products and synthesis • Introduction to Marine GIS • Marine and Coastal Atlas Development 44

  45. Student selection process • Detailed CV • Motivation letter: how will the training contribute to the applicant’s career and how will it contribute to his employer institution • Endorsement letter by employer • Usually 20 participants per course • Courses 1-2 weeks 45

  46. Lessons Learned/ Challenges • In developing regions: technology/communication limitations • why are you organizing all courses in Oostende where bandwidth is not a problem and where you have the best equipment, rather than in developing regions where participants would use the bandwidth and equipment they normally use • Human resources are more valuable than equipment • Well trained students will seek better opportunities: need to create positive environment + ensure more people trained • Language: OT = English only 46

  47. Train the Trainer • Record lectures • Students will use OceanTeacher DL and Courses to give lectures back home • Distant students can self-study and communication with lecturers • >100 videos (10-90 min) • Usability depends on available bandwidth: put also on DVD 47

  48. Way forward • OceanTeacher Academy funding: 2009-2012 • Need to create more partnerships and embed OT courses in partner training programmes • Accreditation • Need more content providers • Need more lecturers • Translation of basic courses 48

  49. Are the educators ready to cope with new technological developments; and • Are academic institutions ready to incorporate Data Management in their curricula • Educators are often used to “bucket” approach: need to learn to look over the wall • Educators must appreciate applicability of expertise to real-world needs and adapt courses • What should be done to make them ready to meet new challenges? • Promote importance of data management in the research end-to-end process • Introduce them to new delivery methods • User-driven course needs assessment!

  50. Questions? Thank you 50

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