CALMet Online 2014

Welcome Video by Roro and Vesa

Here you will find more detailed description of the sessions content and activities.

Welcome Video by Sarah

How does it work?

The review of this innovation will help you familiarize yourself with the whole activity. 

This review will also give you more insight into the activity

You will be able to view the images and products being discussed here. 

Images being discussed in the weather briefing chat will be shown here 

This will allow you to review the images and discussion that we had on 8th October, for those who missed this will allow you to have an over view of the session. Discussions will continue in the briefing forum, post your comments and questions in the briefing forum. 

Learn about games for learning and the goal of Learnopoly.

Learnopoly is closed to new players, but you can still play the Matching Game.

The goal of this game is to match the common types of learning activities with their descriptions. If you get stuck, review Learnopoly Learning Activities.

This link will take you to the Learnopoly game play area. Enrolment for players is closed, but everyone else can observe. 

These are the common types of learning activities you will be asked to use when you play Learnopoly. 

If you enjoy the challenge of designing active approaches in Learnopoly, this resource may provide additional ideas for you to use in your training. 

Learning solutions is a term we use to describe the modes of training delivery available to us (e.g., online learning or classroom) and the environments we create that provide opportunities to learn (e.g., a course, self-directed study, on-the-job mentoring or coaching). One step in planning training is to make a decision about which learning solutions you will apply.

"People play everywhere except in school" is a quote from Playing to learn: using games as an educational tool provides opportunities for deeper learning. This short article is written about the potential power of using games in public education for children, but it applies equally to adults. 

This section of the Edutopia website is focused on games and learning. There are a large number of videos focused on the topic. We are particularly interested in the one by Kurt Squire, one of the leading authorities on games for learning. 

Blog post at CALMet Commons.

Introduction by Anna, Lu, Ivan and Maja

Hello my name is Anna

In this session, we will define together the first blocks needed to deliver a successful Webinar. Webinars are becoming more and more popular as they are a very good tool to reach out to a wide audience.

Have a look at the short video and help Anna to focus on what needs to be done. 

pdf with instructions

Anna has suggested to use a mind map. The link will take to a padlet where you can upload your own mind map (you could scan a diagram and upload the file, or use a word document, or take a photo of your diagram)

This is a useful link to a free web application to create mind maps

Hello :) This is Lu with you today!

Yesterday Anna guided us to reflect on the needs, goals and audience when planning webinars.

Today I invite you to climb another step on the organising of webinars and think about the details that need to be addressed when “setting up the webinar session”. This step will involve more logistic aspects than yesterday.

Please, have a look at the short video 2 (link above) for further guidance on aspects you may want to reflect upon.

Please use the link above to share your mind map in the padlet dedicated to “Webin@r Checklist - Step 2”. 

Good day (3) dear Calmeters!

Today we are focusing on the production of materials for Webinar. There are some similarities but also some differences between online and conventional presentation. Pros and cons are on the both sides - in this session try to think of them. Try to imagine how is it to sit in front of a screen and at the same time 'in front' of 10, 50 or even 100+ pupils that are following each of your moves and words... What are your thoughts..?

- start mindmapping!

Video that is linked above might give you some clues.

Happy to see your ideas!

Please use the link above to share your mind map in the so-called 'Padlet' dedicated to “Webin@r Checklist - Step 3”. 

Hi my name is Maja...

And the time for action is NOW! I would like to brainstorm together about Step 4 of the Webin@r Checklist: how to successfully run a webinar. Content is there. Presenter is there. Some audience is there. Not much though? I thought more people registered. But everything is set, so it will go OK, right? 

Video that is linked above might give you some clues or confusion.:)

Then let’s go and draw something! Post your ideas on the paddlet number 4.

Please use the link above to share your mind map in the so-called 'Padlet' dedicated to “Webin@r Checklist - Step 4”. 

Hello! My name is Alessandro... and let me say I find it great to share ideas and good practises with you!  We are definetly making our motto "Diverse in Cultures, United in Learning" concrete: this is kind of magic!

So, where are we? Ah, yes... The webinar was run successfully, thanks to a great deal of planning and preparation. However, our efforts at this stage might experience a downhill... like if we were already done. But... Do you agree that we can't just stop like that? What comes after running a webinar? Is there room to improve what we just did: how to get some clues? Did we meet our goals? And what about those who could not make it to attend the event? And yes... Mike's boss is of course interested in statistics and results... Fyi, always the same these bosses ;-).

Have a look at the short video and help Mike focus on what actions shall be taken after running a webinar, in order to get the most out of this online event. 

Please use the link above to share your mind map in the so-called 'Padlet' dedicated to “Webin@r Checklist - Step 5”. 

This week we will be trying to build a checklist together. We have set up a padlet to share our ideas, starting from the mind map we have put together last week.

When you share your ideas, specify your name and for which stage you are providing the checklist, e.g. is it the beginning, or the end, a checklist for the technology, etc

Be creative!

Listen to this 7 minute video or if you are a reader, look through the pdf .  They both giving a brief background for this week's activities and a few Proving Ground Success activities. 

If you are a reader (like me), here is the slide and text version.

The scale (1=very high, 4=low) was initially missing from the question.  From those people I have heard from, that has been changed and reflected in this table.

Look at this brief for our next set of challenges: reality of the not in real time yet and how do you like your information?

I hope this set of graphs from various satellites will encourage you to look at how the channels on your satellite compare with those of you neighbor and also with new satellites to be launched in the future.  The graphs are separated into “Visible and Near Infrared” and “Infrared” because of the different means of interpreting the radiance measurements: albedo and brightness temperature.  Here, transmittance is used in the “Visible and Near Infrared” because it highlights various absorption regions in the atmosphere that affect measurements.  Brightness temperature is used in the Infrared because that is the most familiar to the forecaster.  Both are presented here to give the broader picture.  They are best represented in a loop so that the background does not move but the channel locations do.  These are html5 loops and can be readily viewed in browsers and mobile devices.  There are a few glitches for the controls on iOS devices so if you have a problem, check out the link at the bottom of the page.

For the “Image + Graph” example, I’m trying out the padlet ;)  Can you contribute answers to the questions on the padlet?  Besides what is listed on the padlet, you can also contemplate the following questions.  Does the graph take on more meaning when you combine it with an image?  What other information can you get out of the graph?  The broad band measurement gives one value whereas the spectra gives multiple values.  When might this be very good and when might you have to make sure you remember it is more of an average?

Some of us are in institutions that have great access to data and imagery as well as software to display and manipulate it.  Some of us do not.  This is not a new issue either.  With a new satellite and lots more data, what will we do?

An interesting research article that describes the characteristics of competent weather forecasters. Throughout, there is reference to the development and use of complex, dynamic conceptual models by those forecasters considered to be most competent. It's a lengthy article and unfortunately only available in English. For those of you interested in evaluation techniques, read the whole thing. To jump to the results and content for discussion, start reading on page 11 of the .pdf file (page 60 as marked on the article pages), 'Characteristics of Competent Weather Forecasters'. 

This article was published in:
Smith, Kip, Shanteau, James and Johnson, Paul, (2004), Psychological Investigations of Competence in Decision Making, Cambridge University Press.

Share examples and resources of conceptual models used for teaching meteorology and hydrology.

Conceptual Models from the Week 3 Padlet in an easy to access Excel spreadsheet.

Welcome Video by Graciela, Marines & Hernán

Este es el calendario de nuestra sesión día por día.

Day by day explanation

Por acá

This way

Simulators 101

Link a la web del modelo conceptual.

Link to webpage for CM4SH.

Este es el Simulador, en el cual se aplicaron los modelos conceptuales desarrollados en el proyecto CM4SH y lo lleva un entorno de enseñanza. En este caso no hay límite de tiempo y podrán recorrer todos los módulos sin necesidad de seguir un orden. Luego se pondrán los formularios para que entreguen las respuestas a las preguntas.

Que lo disfruten!!

This is the simulator which directly applies what was presented in CM4SH to an educational/training development. In this opportunity there is no time limit and you can navigate through every module without any order. Later today, I will post the link so you can upload your answers.

Enjoy!!

En este link disponen de un formulario Google Docs para completar las respuestas a las preguntas ubicadas en el simulador.

This link have a Google Docs form, to fill anwsers to questions placed on the simulator.

Algunas conclusiones  sobre nuestra primera experiencia 

WRAP UP

video

Video

On why we started working with Distance Learning in Meteorology

Text of the video

Our students first week in distance learning

prezi

text

Paddlet Link

Our students first week in distance learning

Our students first week in distance learning

Mind map software link

Paddlet Link

Busqueda de Estudiantes

Searching for Meteorology Students

PPt mostrando la estructura del curso

PPt mostrando la estructura del curso

Link a la Unidad 3 de Meteorologia General/Link to Unit 3 of General Meteorology

mp4 version

This is the screenr output of the Exercise 1 powerpoint version