Toward a Sociocultural Learning Theory Framework to Designing Online learning Communities in Citizen Science

How can sociocultural learning theory inform design principles for citizen science online learning communities to inspire local environmental action? The purpose of this article is to identify themes in sociocultural learning theory that could inform the use and development of highly collaborative online learning communities that utilize community informatics tools for citizen science to enable on-the-ground environmental actions. Applying previously established socio-cultural theories provides an opportunity to build on what’s already known about how people learn and collaborate. Finally, this article explains how communities of practice theory, knowledge building theory, and place-based education theory can be woven together to create the basis for development of a conceptual framework

Designing for Online Collaborations and Local Environmental Action In Citizen Science: A Multiple Case Study

Traditional citizen science projects have been based on the scientific community’s need to gather vast quantities of high quality data, neglecting to ask what the project participants get in return. How can participants be seen more as collaborative partners in citizen science projects? Online communities for citizen science are expanding rapidly, giving participants the opportunity to take part in a wide range of activities, from monitoring invasive species to identifying far-off galaxies. These communities can bring together the virtual and physical worlds in new ways that are egalitarian, collaborative, applied, localized and globalized to solve real environmental problems. There are a small number of citizen science projects that leverage the affordances of an online community to connect, engage, and empower participants to make local change happen. This multiple case study applies a conceptual framework rooted in sociocultural learning theory, Non-Hierarchical Online Learning Communities (NHOLCs), to three online citizen communities that have successfully fostered online collaboration and on-the-ground environmental actions. The purpose of the study is to identify the range and variation of the online and programmatic functions available in each project. The findings lead to recommendations for designing these innovative communities, specifically the technological and programmatic components of online citizen science communities that support environmental actions in our backyards

Designing for Online Collaborations and Local Environmental Action In Citizen Science: A Multiple Case Study

Traditional citizen science projects have been based on the scientific community’s need to gather vast quantities of high quality data, neglecting to ask what the project participants get in return. How can participants be seen more as collaborative partners in citizen science projects? Online communities for citizen science are expanding rapidly, giving participants the opportunity to take part in a wide range of activities, from monitoring invasive species to identifying far-off galaxies. These communities can bring together the virtual and physical worlds in new ways that are egalitarian, collaborative, applied, localized and globalized to solve real environmental problems. There are a small number of citizen science projects that leverage the affordances of an online community to connect, engage, and empower participants to make local change happen. This multiple case study applies a conceptual framework rooted in sociocultural learning theory, Non-Hierarchical Online Learning Communities (NHOLCs), to three online citizen communities that have successfully fostered online collaboration and on-the-ground environmental actions. The purpose of the study is to identify the range and variation of the online and programmatic functions available in each project. The findings lead to recommendations for designing these innovative communities, specifically the technological and programmatic components of online citizen science communities that support environmental actions in our backyards

Using Q-Sort Methodology to test the Non-hierarchical Online Learning Community (NHOLC) Framework

The Non-Hierarchical Online Learning Community (NHOLC) conceptual framework was designed to leverage the understanding of sociocultural learning theory and community informatics to inform design principles for citizen science online learning communities that inspire online collaboration and local environmental action. The study presented here applies the NHOLC framework, using a Q-Sort methodology, to three online learning communities for citizens that were successful in fostering online collaboration and environmental actions. The findings of this paper provide tangible design principles that can be used to develop or revise online learning communities for citizen science instead of re-inventing the wheel for each newly emerging project

Design Principles of Online Learning Communities in Citizen Science

Online communities for citizen science are expanding rapidly, giving participants the opportunity to take part in a wide range of activities, from monitoring invasive species to targeting pollution sources. These communities bring together the virtual and physical worlds in new ways that are egalitarian, collaborative, applied, localized and globalized to solve real environmental problems. Rural communities especially can leverage these learning and sharing spaces to take advantage of resources they would otherwise not be able to access. A small number of citizen science projects truly use an online commu­nity to connect, engage, and empower participants to make local change happen. This multiple case study looked at three online citizen communities that have successful­ly fostered online collaboration and on-the-ground environmental actions. The findings provide insight into potential design principles for online citizen science communities that support environmental actions in our backyards

Shifting the Sustainability Paradigm: Co-creating Thriving Living Systems Through Regenerative Development

abstract: Sustainability research and action in communities should be holistic, integrating sociocultural, biogeophysical, and spiritual components and their temporal and spatial dynamics toward the aim of co-creating thriving living systems. Yet scientists and practitioners still struggle with such integration. Regenerative development (RD) offers a way forward. RD focuses on shifting the consciousness and thinking underlying (un)sustainability as well as their manifestation in the physical world, creating increasingly higher levels of health and vitality for all life across scales. However, tools are nascent and relatively insular. Until recently, no empirical scientific research studies had been published on RD processes and outcomes. My dissertation fills this gap in three complementary studies. The first is an integrative review that contextualizes regenerative development within the fields of sustainability, sustainable design and development, and ecology by identifying its conceptual elements and introducing a regenerative landscape development paradigm. The second study integrates complex adaptive systems science, ecology, sustainability, and regenerative development to construct and pilot the first iteration of a holistic sustainable development evaluation tool—the Regenerative Development Evaluation Tool—in two river restoration projects. The third study builds upon the first two, integrating scientific knowledge with existing RD and sustainable community design and development practices and theory to construct and pilot a Regenerative Community Development (RCD) Framework. Results indicate that the RCD Framework and Tools, when used within a regenerative landscape development paradigm, can facilitate: (1) shifts in thinking and development and design outcomes to holistic and regenerative ones; (2) identification of areas where development and design projects can become more regenerative and ways to do so; and (3) identification of factors that potentially facilitate and impede RCD processes. Overall, this research provides a direction and tools for holistic sustainable development as well as foundational studies for further research.Dissertation/ThesisDoctoral Dissertation Sustainability 201

Making sense of assets: Community asset mapping and related approaches for cultivating capacities

This working paper critically reviews some main aspects from asset based approaches highlights key strengths and weaknesses for future research/development. Drawing on a large body of reports and relevant literature we draw on different theoretical traditions and critiques, as well as practices and processes embedded within a broad range of approaches including, widely acknowledged frameworks such Asset Based Community Development (ABCD), Appreciative Inquiry (AI), Sustainable Livelihood Approaches (SLA) and Community Capitals Framework (CCF). Although these are presented as distinct approaches, there is a sense of evolution through them and many of them overlap (in terms of both theories and methodologies). We also include emerging frameworks, including geographical, socio-spatial, visual and creative approaches, stemming from a number of projects within AHRC’s Connected Communities programme and additional collaborations

Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop

In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as coresearchers

Meanings teachers make of teaching science outdoors as they EXPLORE citizen science

This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engeström’s (2001) framework of cultural-historical activity theory (CHAT), the Arboretum’s outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers’ expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors

Elementary School Teachers\u27 Integration Of Digital Literacy During Collaborative Planning Sessions In a Project-Based School

The notions of literacy and literacy instruction have changed in profound ways as new technology and the Internet become central to the use of information and the acquisition of knowledge (Lankshear & Knobel, 2003; Leu, Kinzer, Coiro & Cammack, 2004). The social, cultural and technological changes point out the importance of integrating new literacies into classrooms literacy instruction in order to prepare students for 21st century work, life and career opportunities (Ito et al., 2013; Leu & Kinzer, 2000). To support the development of digital literacy, a need exists to find effective ways to integrate technology within classroom instruction. Teachers play a central role in ensuring this need is met, particularly for students who attend school in low SES urban areas. This study addressed need by examining the complex situation of teachers’ understanding of digital literacy integration as revealed during their collaborative planning sessions while they designed a project-based learning (PBL) unit. This qualitative study used a case study design. Participants included third-grade teachers from an urban charter school that serves a low-income community. Data collection included observations of planning sessions, teacher interviews, researcher reflections and memos. Data were analyzed using constant comparative methods. This study indicated that the planning process was a dynamic, non-linear and an iterative process that required revisions and edits during the project planning and implementation period. Planning was a dynamic process created by multiple internal and external factors. This study illuminated the nature of the interactions of the teachers during planning meetings. Planning for the teachers was expressed in three different ways: collaborative, pair, and individual planning. This study revealed teachers demonstrated the shift in understanding of what it means to be literate in the 21st century. The third-grade team’s insights about digital literacy encompassed developing 21st century skills, changing the definition of what means to be literate, becoming a digital citizen, creating relevance to students’ lives, using technology for pleasure as well as teaching. The examination of the five teachers’ collaborative interactions as they planned to use digital technology offers insights into how to assist other teachers in those efforts