Understanding citizen science and environmental monitoring: final report on behalf of UK Environmental Observation Framework

Citizen science can broadly be defined as the involvement of volunteers in science. Over the past decade there has been a rapid increase in the number of citizen science initiatives. The breadth of environmental-based citizen science is immense. Citizen scientists have surveyed for and monitored a broad range of taxa, and also contributed data on weather and habitats reflecting an increase in engagement with a diverse range of observational science. Citizen science has taken many varied approaches from citizen-led (co-created) projects with local community groups to, more commonly, scientist-led mass participation initiatives that are open to all sectors of society. Citizen science provides an indispensable means of combining environmental research with environmental education and wildlife recording. Here we provide a synthesis of extant citizen science projects using a novel cross-cutting approach to objectively assess understanding of citizen science and environmental monitoring including: 1. Brief overview of knowledge on the motivations of volunteers. 2. Semi-systematic review of environmental citizen science projects in order to understand the variety of extant citizen science projects. 3. Collation of detailed case studies on a selection of projects to complement the semi-systematic review. 4. Structured interviews with users of citizen science and environmental monitoring data focussing on policy, in order to more fully understand how citizen science can fit into policy needs. 5. Review of technology in citizen science and an exploration of future opportunities

Increasing resilience to natural hazards through crowd-sourcing in St. Vincent and the Grenadines

In this project we aim to demonstrate how volcanic environments exposed to multiple hazards tend to be characterised by a lack of relevant data available both in real time and over the longer term (e.g. months to years). This can be at least partially addressed by actively involving citizens, communities, scientists and other key stakeholders in the collection, analysis and sharing of observations, samples and measurements of changes in the environment. Such community monitoring and co-production of knowledge over time can also build trusting relationships and resilience (Stone et al. 2014). There are more than 100 institutions worldwide that monitor volcanoes and other natural hazards, contribute to early warning systems and are embedded in communities. They have a key role in building resilience alongside civil protection/emergency management agencies. In this report, we propose that such institutions are involved in big data initiatives and related research projects. In particular, we suggest that tools for crowd-sourcing may be of particular value. Citizen science, community monitoring and analysis of social media can build resilience by supporting: a) coordination and collaboration between scientists, authorities and citizens, b) decision-making by institutions and individuals, c) anticipation of natural hazards by monitoring institutions, authorities and citizens, d) capacity building of institutions and communities, and e) knowledge co-production. We propose a mobile phone app with a supporting website as an appropriate crowd-sourcing tool for St Vincent and the Grenadines. The monitoring institution is the key contact for users and leads on the required specifications based on local knowledge and experience. Remote support is provided from the UK on technical issues, research integration, data management, validation and evaluation. It is intended that the app facilitates building of long-term relationships between scientists, communities and authorities. Real-time contributions and analysis of social media support early warning, real-time awareness and real-time feedback enhancing the response of scientists and authorities. The app has potential to facilitate, for example, discussions on new or revised hazards maps, multiple hazard analysis and could contribute to real-time risk monitoring. Such an approach can be scaled up to facilitate regional use – and is transferable to other countries. Challenges of such an approach include data validation and quality assurance, redundancy in the system, motivating volunteers, managing expectations and ensuring safety. A combination of recruiting a core group of known and reliable users, training workshops, a code of conduct for users, identifying information influx thresholds beyond which external support might be needed, and continuing evaluation of both the data and the process will help to address these issues. The app is duplicated on the website in case mobile phone networks are down. Development of such approaches would fit well within research programmes on building resilience. Ideally such research should be interdisciplinary in acknowledgement of the diversity and complexity of topics that this embraces. There may be funding inequality between national monitoring institutions and international research institutions but these and other in-country institutions can help drive innovation and research if they are fully involved in problem-definition and research design. New innovations arising from increasing resolution (temporal and spatial) of EO products should lead to useful near-real time products from research and operational services. The app and website can ensure such diverse products from multiple sources are accessible to communities, scientists and authorities (as appropriate). Other innovations such as machine learning and data mining of time-series data collected by monitoring institutions may lead to new insights into physical processes which can support timely decision-making by scientists in particular (e.g. increasing alert levels)

Connecting the dots to build the future teaching and learning

This paper outlines a seven-point strategy to devise a system of continuous improvement of teacher quality and, through it, the quality of education as a whole. Education is one of the single most important initiatives that can be undertaken to improve the quality of life, financial security and economic potential of a given population. There is no disputing the benefits of a strong education system. The challenge is in the design and implementation of such a system, and creating the political will to see the system through. For such a program to be implemented, teacher quality and the quality of education as a whole must be considered a national priority. Educational and political leaders must support these initiatives publicly, place them on their policy agenda and establish a blue ribbon commission to develop a strategy to significantly and measurably improve teacher quality. The blue ribbon commission will audit the various policies and programs that influence teacher quality. By mapping these programs and their coherence, the commission will identify opportunities to increase their effectiveness and yield greater and more synergistic harmonious results. These changes can form the basis for a strategy that is sequenced and calibrated to deal with specific entry points, concerns and constraints for the region in question. The steps necessary to promote teacher professionalism may differ where there are serious shortages of teacher candidates or where chronic absenteeism is rampant, or where there is a dearth or glut of technology and infrastructure. This determination will also highlight what role the private sector or civil society can play in the education development in the region. Making teaching an attractive profession is crucial to the strategy, to ensure a constant flow of qualified applicants who can capitalize on their initial training, and take full advantage of continuous learning throughout their careers. Clear career trajectories and incentives tied to performance, as well as a system to accurately measure performance outcomes will provide a pathway to teacher professionalism. The quest for professionalism must begin at the institutions charged with teacher preparation. The blue ribbon commission should include incentives and support for these institutions, providing the support necessary to review and improve their programs to ensure the best results. Innovating the preparation of teachers is integral to the strategy. Rapidly changing societies require versatile teachers to equip their students with a dynamic array of tools to face a dynamic world. Teacher professional development must take into account this need, ensuring that the pre-service education programs align with professional standards, are goal-oriented, and include holistic, integrated and innovative projects. Technology and collaborative projects will also serve a crucial role in the pre-service education of teacher candidates, as well as the life-long development of teachers. The core of good education is a skilled and versatile teaching staff. In order to effect significant improvements to the quality of education, a cohesive strategy is required so that we can combine what we know already into an efficient system which can be implemented worldwide at the scale necessary to succeed. The dots need to be connected. Connecting the dots to build the future teaching and learning (PDF Download Available). Available from: https://www.researchgate.net/publication/314878979_Connecting_the_dots_to_build_the_future_teaching_and_learning [accessed Jan 29 2018]

The Autism Toolbox : An Autism Resource for Scottish Schools

The Autism Toolbox will draw upon a range of practice experience, literature and research to offer guidance for authorities and schools providing for children and young people with Autism Spectrum Disorders (ASD)

Within, without, and amidst: A review of literacy educators’ perceptions of participatory media technologies

With strict no-cell phone policies in classrooms becoming commonplace, national and international electioneering campaigns eroding trust in social media platforms, and content posted years prior affecting students’ acceptance into the colleges of their choice, it is little wonder that educators often think twice about bringing participatory technologies into their instruction. This literature review seeks to address how literacy educators reckon with the risks and potentials of these participatory technologies in the midst of our current sociopolitical climate, through an examination of an array of factors and influences that shape and give rise to educators’ understandings of participatory technologies’ place in 21st-century education. The hope is that doing so will help delineate a clearer problem space for future investigation into the relationships between teacher perceptions, participatory technologies, and educational transformation

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

The Hershey Company 2014 Corporate Social Responsibility Report

This report describes how we are working with our stakeholders on the issues of greatest importance to them and our company. A common thread running through this report -- linking our efforts, programs and performance -- is engagement with key stakeholders both internally and externally. Unless otherwise noted, this report covers our performance on our priority issues and our progress toward our goals and targets in the 2014 calendar year, which is also our fiscal year. We report on the operations of The Hershey Company, including Hershey's wholly owned operations and joint-venture operations over which our company exercises operating control. While we have provided information regarding our joint ventures and co-manufacturers, we report progress on goals/targets and profile and performance indicators only for our wholly owned facilitie

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices