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GLOBE teachers develop Internet-based e-learning in science and math Ülle Kikas Institute of environmental physics, University of Tartu Coordinator of the EU Socrates/Minerva project “e-LSEE” Outline ICT based teaching and learning in traditional school

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globe teachers develop internet based e learning in science and math

GLOBE teachers develop Internet-based e-learning in science and math

Ülle Kikas

Institute of environmental physics, University of Tartu

Coordinator of the EU Socrates/Minerva project “e-LSEE”

  • ICT based teaching and learning in traditional school
  • Challenges of e- learning based on Internet resources
  • The GLOBE program
  • EU Socrates/Minerva project “e-LSEE”
  • Examples of e-learning themes developed by teachers
  • Summary
odl at universities vs e learning at school
Universities and learners are strongly motivated by organisational advantages:

Comfortable management of diverse student groups

Chance to increase students number, etc

Flexibility of learning time and place

Accessibility of courses in appreciated universities, etc

Less organisational advantages at school

Teachers are weakly motivated(absence of learning materials, technical problems, weak appreciation from administration, achievements non-measurable in traditional assessment system, etc )

Driving force for e-learning, are students, they can motivate teachers with their excitement and satisfaction

Better content and methodology can drive e-learning in traditional school

ODL at universities vs. e-learning at school
using ict for curricula teaching in school
Using ICT for curricula teaching in school
  • Presentations by data projector, distribution of materials and tasks via Internet and e-mail
  • more attractive than textbooks (illustrations, animations), visual sense supports oral information, improving computer skills Students passive listeners, typing instead of handwriting, ….

 new tools, traditional methods - in the future will not be considered as e-learning

  • Using special educational software, learning in computer labsolving problems, interactive visualisation of processes, designing a product with a computer. Efficient use of school time, students are active developers. Future mainstream of e-learning in school
  • Interactive games, quizzes etc
  • Attractive for students  difficult to include into curricula. Will always be a minor part of e-learning
  • Interactive Internet learning in computer lab and home weakly developed
  • Will be an important part of school education

Internet resources in curricula learning

  • bring “real life” into learning process
  • Huge pool of knowledge
  • recent achievements of research and technology
  • high quality, large variety of products
  • always new and fresh

  • irregular (addresses and content frequently change)
  • Unsystematic, (non-adapted to educational needs and curricula)
  • Available mostly in English
  • Finding and adaptation requires special efforts from teachers

Internet learning attractive for students, challenging for teachers.

Motivation and preparation of teachers important!

internet resources on earth
Internet resources on Earth

Numerous sites with meteorological data, soil and water temperatures, cloud cover, solar radiation, UV exposures, stratospheric ozone, land cover, surface albedo, air pollution, vulcanoes, hurricances, etc.

  • Relatively stable (offered by large centres, based on long-term programs and satellite remote sensing)
  • Clearly understandable, directed to wide public
  • Frequently presented as visual and numerical information (maps, graphs, images, tables), independent from language

perfect resource for science, math, environmental and ICT education

The GLOBE programa worldwide hands-on, school-based education and science program

network of over 10000 schools in 103 countries, led by NASA,NSF, EPA, U.S. State Department , supported by governments of partner countries


  • takemeasurements in the fields of atmosphere, hydrology, soils, land cover, phenology
  • report their data through the Internet
  • can createmaps and graphs on the free interactive Web site to analyse data sets


  • have Internet skills since 1995 - 1997
GLOBE data, graphs and maps support development of universal skills

in math and science

drawing and reading graphs,

linking numerical and visual information

reading scales and color legends,

understanding coordinate systems

performing database operations, etc.

specific ICT skills

Working with browsers

Searching for specified items

Working with several windows

Downloading and saving information, etc

difficulties for curricula teaching

GLOBE Web site too large, search complicated

Language barrier hinders younger pupils

Data irregularly distributed by schools and countries

Links to curricula not clearly established

few experiences and training on building the e-learning lesson plan and methodology

GLOBE Internet resources are useful for student research projects and e-learning of different subjects

Analysis of data collected by students themselves form their awareness and attitudes on Earth environment

e l earning in s cience and e nvironmental e ducation
e-Learning in Science and Environmental Education

Collaboration of teachers from


to promote e- learning of science,

math and environment in traditional school

  • partnership of GLOBE country coordinators and teachers
  • Creation, discussion, and testing of new e-learning materials based on Internet resources of the GLOBE program


  • a set of curricula-adapted materials for interactive Internet learning. Platform:online Internet**, a browser, MS Office, GLOBE Web site. Freely distributed in Web and as a CD. **An offline version also available.
  • Conference "e-Learning in Science and Environmental Education“ , 1 - 4 October 2003, Tartu

Visit the project home page:

the european ideas themes related to everyone s national curriculum
The European Ideas:Themes related to everyone’s national curriculum


  • 3.Northern & Southern hemispheres
  • 4.Do the same tree species grow all around the world? …


  • 7.Maps, geographical coordinates
  • 10.Elevation 


  • 14.Comparing climate in different locations
  • 16.Continental/maritime
  • 17.Clouds


  • 31.Seasonal changes
  • 35.Land cover changes over time
the european ideas
The European Ideas:
  • 39.Acid rain (pH-measurements)
  • 41.Land use by humans
  • 49.Elaboration of data and their presentation
  • 50.Creating graphs – line/block/pie/2-D/3-D ….
  • 51. Reflection of light….
  • Ages and abilities: *8 – 9, **10 – 11, ***12 – 13, ****14 – 15, *****16
  • All materials to be provided as complete unit in template: introduction, activities – including all GLOBE data as URLs – reports, links, images and graphic ideas.
  • All written in English first – then shared, edited, tested, modified and agreed
  • Finally all materials translated back into your own languages
  • An example: “Finish uncompleted research”
  • by Meelis Reinart, teacher of Saarepeedi Basic School

Interactive Internet learning in traditional school is weakly developed yet, but the issue is worth of more attention:

  • Curricula learning and teaching, based on online Internet resources is attractive for students and challenging for teachers with advanced ICT skills
  • Enables the educational exploitation of latest achievements of world wide science and technology
  • Supports integrating of knowledge for conducting complex tasks

For its’ further propagation it would be useful:

  • Clearly define the educational need for Internet products
  • Work on interfacing the existing Internet products to school education
  • Define the appropriate methodologies (teaching, learning, assessment) for Internet-based curricula learning in school
  • Disseminate good practice
  • Increase teachers preparedness and motivation

GLOBE teachers imlementing the e-LSEE project are the first adapters in schools, creating and testing the Internet-based e-learning materials and methodologies