Peer-Review of Digital Educational Resources—A Rigorous Review Process Developed by the Climate Literacy and Energy Awareness Network (CLEAN)

Gold, Anne; Ledley, T. S.; Buhr, S. M.; Fox, Sean; McCaffrey, M. S.; Niepold, F.; Manduca, C. A.; Lynds, S. E.

doi:10.5408/12-324.1

Cited by 16 publications

(4 citation statements)

References 31 publications

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“…More than 42,000 people in 77 countries participated in World Climate between August 2015 and May 2018. World Climate has been externally reviewed by educators and scientists [ 61 ], found to support the US Next Generation Science Standards [ 62 ], and has been designated as an official resource for schools in Germany (Beule, personal communication), France [ 28 ] and South Korea [ 29 ]. We conclude that simulations like World Climate may offer a scalable means to catalyze climate action that is informed by science.…”

Section: Discussionmentioning

confidence: 99%

Combining role-play with interactive simulation to motivate informed climate action: Evidence from the World Climate simulation

Rooney‐Varga

Sterman²,

Fracassi

et al. 2018

PLoS ONE

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Climate change communication efforts grounded in the information deficit model have largely failed to close the gap between scientific and public understanding of the risks posed by climate change. In response, simulations have been proposed to enable people to learn for themselves about this complex and politically charged topic. Here we assess the impact of a widely-used simulation, World Climate, which combines a socially and emotionally engaging role-play with interactive exploration of climate change science through the C-ROADS climate simulation model. Participants take on the roles of delegates to the UN climate negotiations and are challenged to create an agreement that meets international climate goals. Their decisions are entered into C-ROADS, which provides immediate feedback about expected global climate impacts, enabling them to learn about climate change while experiencing the social dynamics of negotiations. We assess the impact of World Climate by analyzing pre- and post-survey results from >2,000 participants in 39 sessions in eight nations. We find statistically significant gains in three areas: (i) knowledge of climate change causes, dynamics and impacts; (ii) affective engagement including greater feelings of urgency and hope; and (iii) a desire to learn and do more about climate change. Contrary to the deficit model, gains in urgency were associated with gains in participants’ desire to learn more and intent to act, while gains in climate knowledge were not. Gains were just as strong among American participants who oppose government regulation of free markets–a political ideology that has been linked to climate change denial in the US–suggesting the simulation’s potential to reach across political divides. The results indicate that World Climate offers a climate change communication tool that enables people to learn and feel for themselves, which together have the potential to motivate action informed by science.

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Section: Discussionmentioning

confidence: 99%

Combining role-play with interactive simulation to motivate informed climate action: Evidence from the World Climate simulation

Rooney‐Varga

Sterman²,

Fracassi

et al. 2018

PLoS ONE

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“…As well-organized learning materials positively impact student engagement and higher-order learning ( 19 ), consistency templates, and peer review – a fundamental component of the dissemination of knowledge ( 20 ) and academic development ( 21 ) – are used to assure the quality of course resources. Course content and sites are developed using a template that assures a professional, consistent, easy-to-navigate structure, and embeds sound andragogical approaches to encourage active learning, which improves students’ learning outcomes ( 22 ).…”

Section: Discussionmentioning

confidence: 99%

A program quality framework: a collaborative teaching team approach to quality assurance, quality enhancement and staff capacity building

van de Mortel,

Mitchell,

Shuker

et al. 2023

Front. Med.

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A global shortage of registered nurses provides a further impetus to retain nursing students and graduate safe nurses. While various frameworks support curriculum design and describe the need for ongoing curriculum evaluation and monitoring, there is little in the literature to support the enactment and ongoing quality enhancement of curricula. Translation of the curriculum plan into the delivered curriculum relies on academics who may or may not be adequately prepared for course writing and teaching in higher education settings, despite their discipline expertise. Additionally, there are well recognized issues of curriculum drift where curriculum innovations and changes are whittled away over time by incremental changes to courses that interfere with the integrity of the accredited curriculum. We propose an evidence-based Program Quality (ProQual) Framework that takes a holistic, collaborative, and systematic approach to monitoring and enhancing curriculum quality and program delivery over the life of the curriculum while developing staff capability and scholarship.

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“…We hoped to find guidance about evaluating images for quality or adaptability, the presence of georeferenced objects, and attention to geoscience nomenclature. Though we did not find any literature addressing these concepts specifically, the literature did present a compelling suggestion for incorporating robust peer review into the evaluation of digital educational resources (Gold et al, 2012). The paper presents a model for peer review of digital earth science resources and examines the differences between how print and digital textbooks are adopted.…”

Section: Standards and Guidelinesmentioning

confidence: 90%

A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

Teplitzky¹,

Hardy²,

Johnson³

et al. 2021

Preprint

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Open Educational Resources (OER) offer a link between new trends in learning and instruction, and the promise of transparency and inclusion offered by open science practices. Open textbooks, virtual field and laboratory experiences, interactive computational environments, and openly licensed media are among the many types of OER in use today. Adoption of subject-specific OER has the potential to replace expensive textbooks with free alternatives that can be adapted and reused. While globally, instructors in all scientific disciplines are becoming familiar with OER, geoscientists in particular have been slow to utilize these resources.This study examines the creation and adoption of OER in the geosciences with a goal of providing guidance for institutions, libraries and librarians who support and fund OER initiatives. Beginning with a review of student and faculty perceptions and awareness regarding OER, the study expands to consider OER availability in STEM overall. Furthermore, the creation and adoption of OER in geosciences is discussed. An environmental scan, employed to identify and characterize available college-level OER in this discipline, provided a baseline for the study. Analysis of the scan along with a review of OER, textbook and field guide standards informs a new set of proposed guidelines for geoscience OER. This work will describe these guidelines and offer a call for community feedback.Several of the guidelines are applicable to STEM fields in general, but we also propose specific aspirational criteria unique to geoscience instructional settings. The study is a starting point for authors and adopters to create OER that are discoverable, accessible, authoritative, shareable and sustainable. OER also double as research objects, offering an entry point into understanding student engagement and providing a path to welcome and include a diverse set of students into the study of geoscience.

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Peer-Review of Digital Educational Resources—A Rigorous Review Process Developed by the Climate Literacy and Energy Awareness Network (CLEAN)

Cited by 16 publications

References 31 publications

Combining role-play with interactive simulation to motivate informed climate action: Evidence from the World Climate simulation

Combining role-play with interactive simulation to motivate informed climate action: Evidence from the World Climate simulation

A program quality framework: a collaborative teaching team approach to quality assurance, quality enhancement and staff capacity building

A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

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