Photo credit: science.nasa.gov

Connecting Educators: The Importance of Learning Ecosystems

Educators often face a paradox: despite interacting with numerous students throughout the year, the profession can feel solitary. With learners frequently transitioning in and out of classrooms, teachers may wonder about the long-term effects of their lessons. Questions arise: Do students retain the information? Will they share what they’ve learned in other settings? How will this knowledge shape their lives? What some educators might not fully appreciate is that they are part of a broader network of learning, known as Connected Learning Ecosystems (CLEs). These ecosystems consist of all individuals involved in a student’s educational journey, creating an intricate web of support and shared knowledge.

In recognition of this, the NASA Science Activation Program has initiated the Learning Ecosystems Northeast (LENE) project, aimed at fostering and enhancing regional networks across Maine and the Northeastern United States. The focus of these collaborations centers on Science, Technology, Engineering, and Mathematics (STEM) education. This community comprises a diverse range of professionals, including classroom teachers, librarians, 4-H staff, and conservation educators, all united in their mission to promote education regarding our evolving planet and enhance data literacy across various educational settings.

To bolster these regional networks, LENE organizes a Connected Learning Ecosystems Gathering biannually. This multi-day event is crafted to bring together educators sharing similar goals in STEM education. Participants have the opportunity to reflect on previous achievements, devise plans for future initiatives, and ensure that their efforts benefit not only themselves but also the students they serve. These gatherings contribute to reinforcing and magnifying the positive influence educators have on their students’ lives.

The most recent Gathering occurred in late February at the University of Maine in Orono—a partner in the LENE project. Attendees engaged in interactive science activities suitable for various educational environments, dedicated time for reflection, and collaborative sessions aimed at creating learning opportunities that span different contexts. Participants collaborated with NASA’s Global Learning and Observations to Benefit the Environment (GLOBE) Program, led by facilitators Jen Bourgeault and Haley Wicklein, who guided educators through field data collection and exploration of the program’s resources. NASA Subject Matter Expert Shawn Laatsch from UMaine’s Versant Planetarium provided an intriguing evening presentation exploring the molecular aspects of the human body, alongside previews of potential field trip shows for students. A notable highlight was a detailed presentation on climate science and ice core research by Sean Birkel and Daniel Dixon from UMaine’s Climate Change Institute, complemented by an engaging hands-on activity using model ice cores developed by UMaine 4-H. The two-day event concluded with deep-dive discussions on various connected learning initiatives, where educators exchanged insights on project ideation, execution, and reflection.

Feedback from participants highlighted the value of the experience. One educator reflected, “I want the leadership team to know how grateful I am to be part of this community. As a veteran teacher with 28 years of experience, this is undoubtedly the BEST workshop I have ever attended. The passion for evidence-based science among this group is just remarkable. I feel seen and connected in ways that previous workshops have not provided. I will certainly continue to participate and encourage others to join these CLE workshops. Thank you for creating such a meaningful and impactful experience.”

Another educator shared their insights: “During the gathering, I was able to strengthen existing relationships and forge new ones within my region. Engaging in rich discussions with peers about our mutual interests in environmental education, science literacy, and place-based learning was invaluable. I hope that these connections lead to collaborative efforts that enhance environmental literacy for students and their communities. Working together, we can develop interdisciplinary programs that effectively integrate science, sustainability, and civic engagement.”

Despite the existence of these supportive networks, many educators, especially those in rural areas, still experience feelings of isolation. The biannual gatherings serve as vital reminders that collective efforts are ongoing across the state and that Connected Learning Ecosystems are crucial in bridging the gaps between educators.

The Gatherings form part of a broader initiative led by Learning Ecosystems Northeast, based at the Gulf of Maine Research Institute. This program seeks to cultivate peer communities throughout the Northeast, enabling collaboration among teachers, librarians, and out-of-school educators to enhance data-driven climate investigation opportunities, seamlessly merging in-class and out-of-class learning.

The Learning Ecosystems Northeast project benefits from the support of NASA under cooperative agreement award number NNX16AB94A and contributes to NASA’s Science Activation Portfolio. To discover more about Learning Ecosystems Northeast, visit https://www.learningecosystemsnortheast.org/.

Source
science.nasa.gov