Collaborative development and sharing of learning resources in hydrology and water resources: experiences from the HydroLearn project
2019 Fall Cyberseminar Series
- Emad Habib / University of Louisiana at Lafayette
- Melissa Gallagher / University of Maine
- David Tarboton / Utah State University
- Dan Ames / Brigham Young University
There have been increasing efforts by the hydrologic community to enhance hydrology education by using data and modeling-based learning approaches. However, these efforts remain largely at the scale of individual scales and the majority fall short of meeting scalability, sustainability and adoption beyond an individual project or few institutions. This can be attributed to several factors such as lack of experience in educational developments; lack of time to invest in developing or adopting innovative learning material; and lack of mechanisms to update the content. Another important but often-overlooked reason is the lack of adequate insight on the actual needs of end-users (professors and students) when such innovations are developed and disseminated for possible adoption and adaptation. This study reports on the development and implementation of the HydroLearn online platform that supports active learning in the field of hydrology and water resources engineering. The platform is designed to serve the following two main purposes: to enable instructors to collaboratively develop and share active-learning resources, and to enhance student learning in fundamental and emerging topics in the field. Using an open-source technology, the HydroLearn platform supports customization of pre-developed learning modules and allows instructors to share components of their learning resources with other interested users. HydroLearn utilizes research-based active learning methods (e.g., Problem-based Learning; Collaborative and Cooperative Learning) to create authentic online learning modules and engage students in real-world hydrologic problems. The platform includes tools that scaffold instructors’ implementation of sound pedagogical practices. The platform also includes guidance for instructors on how to develop assessment rubrics that aim to enhance student achievement through communicating the expected performance levels. The presentation shares early efforts on working with a pilot group of users to develop a network of educators who aspire to adopt active learning approaches and enhance hydrology education.
2019 Fall Cyberseminar Series: Emerging Advances in Hydrologic Education
Hosted by Emad Habib, University of Louisiana at Lafayette
With the increasing complexity in our natural and built systems, and with the recent advances in data and modeling technologies, hydrology educators recognize the need for providing learning experiences that address such challenges and opportunities. This Cyberseminar series will cover new developments that have emerged recently in the field of hydrology education, including: data and modeling-based learning experiences; use of active-learning pedagogies; development of open educational resources; digital and online education approaches; innovative methods for collaboration and sharing of learning resources; and water interdisciplinary curricula. The session highlights efforts at both undergraduate and graduate academic settings, as well as community and citizen-science engagements.