IGI Global Online Science Learning Best Practices And Technologies May 2008 ISBN 1599049864 pdf

  i

Online Sc ie nc e Le a r ning:

  

Be st Pra c t ic e s a nd Te c hnologie s

Kevin F. Downing

DePaul University, USA

  

Jennifer K. Holtz

DePaul University, USA I nfor m at ion Sc ie nc e Publishing ii Acquisition Editor: Kristin Klinger Senior Managing Editor: Jennifer Neidig Managing Editor: Jamie Snavely Assistant Managing Editor: Carole Coulson Managing Development Editor: Kristin M. Roth Assistant Managing Development Editor: Jessica Thompson Assistant Development Editor: Deborah Yahnke Editorial Assistant: Rebecca Beistline Copy Editor: Amanda Appicello Typesetter: Amanda Appicello Cover Design: Lisa Tosheff Printed at: Yurchak Printing Inc. Published in the United States of America by Information Science Publishing (an imprint of IGI Global)

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  Library of Congress Cataloging-in-Publication Data Online science learning : best practices and technologies / Kevin F. Downing and Jennifer K. Holtz, authors. p. cm.

Summary: “This book reviews trends and efforts in web-based science instruction and evaluates contemporary

philosophies and pedagogies of online science instruction. This title on an emergent and vital area of education

clearly demonstrates how to enrich the academic character and quality of web-based science instruction”--Pro-

vided by publisher.

  ISBN 978-1-59904-986-1 (hardcover) -- ISBN 978-1-59904-987-8 (e-book)

  1. Science--Study and teaching (Higher) 2. Web-based instruction. 3. Education--Computer network re-

sources. 4. Education, Higher--Computer-assisted instruction. 5. Education, Higher--Effect of technological innovations on. I. Downing, Kevin F. II. Holtz, Jennifer K. Q179.97.O55 2008 507.8’5--dc22 2007049561 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher. iii

De dic a t ion

  

To my wonderful wife Lisa whose passion and dedication to enriching her students’ knowledge

is a constant inspiration. To my beloved sons, Alexander and Sean, with whom every second

shared is the greatest joy, may your lives always be bountiful in the quest for knowledge. To

Mom, Dad, Ray, and Bri, bonis avibus always. –KFD

In memory of my father, Arthur F. Peters, Jr., who dreamed of this first for himself, then for

me. I miss you, Dad. –JKH

  iv Online Sc ie nc e Le a r ning: Be st Pra c t ic e s a nd Te c hnologie s

  

Ta ble of Cont e nt s

Foreword ....................................................................................................................... ix

Preface ........................................................................................................................... xi

  Section I: Science Education and Online Science Learning

  Chapter I Online Science: Its Role in Fostering Global Scientific Capital ...............................1 Building Global Science and Technology Capital ............................................... 2 Valuing Science Education Globally .................................................................... 3 Global Implications for Online Science Education ........................................... 10 Conclusion.......................................................................................................... 10 References .......................................................................................................... 11 Chapter II Controversies and Concurrence in Science Education ............................................ 14 The U.S. Failure in Science ................................................................................ 16 Additional Factors Influencing Science Education ............................................19 Other Considerations that Influence Online Learning Pedagogy......................21 Issues in Learning Science ................................................................................. 22 Learning Theories and Concepts ....................................................................... 22 Conclusion.......................................................................................................... 27 References .......................................................................................................... 27 Chapter III Virtual School Science ................................................................................................ 30 U.S. Virtual Schools ........................................................................................... 31 Obstacles to Seamless K-16 Science Instruction in the U.S............................... 34

  v Enrichment at the Interface: Coordinated K-16 Online Science Learning ....... 36 Online Professional Development for Science Teachers ................................... 37 Selecting, Employing, and Designing Online Science Learning Objects for Schools ..................................................................................................... 38 Contemporary Approaches to Online Science Learning at Schools .................. 40 Conclusion.......................................................................................................... 43 References .......................................................................................................... 44

  Chapter IV Taking University Science Education Online ........................................................... 49 Survey of Undergraduate Distance Science Education (SUDSE©) .................. 50 Revisiting Current Practice ................................................................................ 54 Conclusion.......................................................................................................... 55 References .......................................................................................................... 56 Appendix: SUDSE Online Survey ...................................................................... 58 Chapter V The Role of Practical Work in Online Science ......................................................... 73 What is Practical Work? .................................................................................... 74 Where Does Practical Work Take Place?........................................................... 76 A Brief History of Practical Work in the UK and U.S. ....................................... 76 Purpose and Value of Practical Work ................................................................ 79 Value of Practical Field Work ............................................................................ 80 Additional Purposes for Practical Work ............................................................ 80 Practical Work Controversies ............................................................................ 82 Designing Practical Work Tasks ........................................................................ 85 Epistemological and Procedural Introduction to Practical Work...................... 86 Example: Employing Situated Cognition and Scaffolding in Practical Work ... 87 Conclusion.......................................................................................................... 88 References .......................................................................................................... 89 Appendix: Compilation of Learning Outcomes for Practical Work ................... 93 Chapter VI Knowledge Transfer and Collaboration Structures for Online Science ................ 98 Collaborative vs. Cooperative Online Learning ................................................ 99 Online Collaboration ....................................................................................... 100 Collaborative Learning and Online Science .................................................... 101 Stages and Models of Online Collaboration .................................................... 101 Effective Approaches to Collaboration and Group Structures ........................ 104 Social Software for Online Science .................................................................. 106 Role of the Instructor in Online Collaboration ................................................ 107 The Sage on the Stage Lives? ........................................................................... 107 E-Moderating ................................................................................................... 108 Gesture and Silence in the Online Science Classroom .................................... 108 Using Collaboratories to Enrich and Sustain Science Knowledge .................. 109 Collaboration in Virtual Worlds to Support Science Learning ........................ 110 Live Online Classrooms ....................................................................................111 Laboratory E-Notebooks .................................................................................. 112

  vi Science Collaboration Miscellany ................................................................... 113 Evaluating Online Science Collaboration ....................................................... 113 Conclusion........................................................................................................ 114 References ........................................................................................................ 115

  Section II:

Online Science Instructional Strategies and Technologies

  Chapter VII Online Science: Contemporary Approaches to Practical Work ........................... 121 Learning Objects .............................................................................................. 122 Learning Objects Classification .......................................................................123 Learning Object Repositories .......................................................................... 124 Multimedia ....................................................................................................... 124 Streaming Digital Video in Online Science ...................................................... 125 Typologies for Web-Enabled Science Laboratories ......................................... 126 Benefits of Simulations in Online Science Learning ........................................129 3-D Learning Objects as Simulated Specimens ............................................... 129 Additional 3-D Learning Objects for Online Science Learning ...................... 132 3-D Virtual Worlds ........................................................................................... 133 Caveats of Using Virtual Worlds ...................................................................... 135 Affordances of Virtual Science Environments .................................................. 135 Examples of Online Virtual Science Learning Environments .......................... 136 Educational Science Games ............................................................................. 137 Models for Online Learning Game Development ............................................ 137 Remote Experimentation .................................................................................. 139 Remote Experimentation: Design Approaches and Considerations ................ 139 Examples of Remote Experiments .................................................................... 141 Remote Experiment Affordances ...................................................................... 142 Hands-on Laboratory Approaches for Online Students ................................... 143 Virtual Field Trips ............................................................................................ 145 Actual Field Study to Support Distance Education.......................................... 147 Virtual Puzzles for Learning Science ............................................................... 149 Hybrid or Blended Science Courses ................................................................ 150 Digital Libraries and Repositories for Science Education .............................. 151 Conclusion........................................................................................................ 152 References ........................................................................................................ 153

  Chapter VIII The Cutting Edge: Promising Technologies and Strategies for Online

Science Education ..................................................................................................... 159

Emerging Learning Systems for Online Science Education ............................. 161 Remote and Virtual Experimentation to Support Student Research................. 163 Mobile Technologies for Online Science Education ........................................ 164 Using PDAs and iPods® in Online Science .................................................... 166 Mobile Learning Objects.................................................................................. 167 Advances in Visualization ................................................................................ 168

  vii Emerging 3-D Learning Environments ............................................................ 171 Haptic Design................................................................................................... 178 Virtual Instructors, Classmates, and Tutors ..................................................... 180 Virtual Science Museums and Science Centers ................................................ 184 Trends ............................................................................................................... 186 Impact of Online Technological Innovation to the Science Professoriate ....... 186 Conclusions ...................................................................................................... 187 References ........................................................................................................ 187

  

Section III:

Assessing Online Science Learning

  Chapter IX Assessing Science Competence Achieved at a Distance ......................................... 196 Assessment Standards and Science Assessment ............................................... 197 Novice-to-Expert Knowledge ........................................................................... 198 Aligning Content, Instruction, and Assessment ................................................ 199 Interpretive Assessment Online ........................................................................ 201 Online Science Assessment Cases .................................................................... 204 Conclusions ...................................................................................................... 211 References ........................................................................................................ 212

Section IV:

Disciplinary Examples in Online Science Courses

Chapter X Online Mathematics and Physical Science (Mathematics, Astronomy, Chemistry, and Physics) ............................................. 216 Designing Online Math Learning Activities .................................................... 217 On the Design of Physical Science Learning Activities ................................... 218 Courses ............................................................................................................. 219 Simulations and Virtual Labs ........................................................................... 224 Collaborations, Virtual Science Museums, and Digital Libraries ................... 234 Trends and Conclusion ..................................................................................... 238 References ........................................................................................................ 239 Chapter XI Online Geoscience ..................................................................................................... 242 Courses ............................................................................................................. 243 Virtual Field Trips ............................................................................................ 246 Virtual Laboratories ......................................................................................... 250 Collaboration, Virtual Science Museums, and the Cyberinfrastructure .......... 256 Collaboration ................................................................................................... 257 Virtual Science Museums ................................................................................. 258 Cyberinfrastructure .......................................................................................... 260 Trends and Conclusion ..................................................................................... 260

  viii

  Chapter XII Online Life Sciences .................................................................................................. 265 Courses ............................................................................................................. 266 Virtual Field Work and Laboratories ............................................................... 273 Online Resources .............................................................................................. 285 Trends and Conclusion ..................................................................................... 287 References ........................................................................................................ 287 Section V: Best Practice Model for Online Science Learning Chapter XIII A Didactic Model for the Development of Effective Online Science Courses...... 291 Considerations ................................................................................................. 293 Phase 1: Course Planning ............................................................................... 293 Phase 2: Design ............................................................................................... 298 Phase 3: Implementation.................................................................................. 304 Phase 4: Course Assessment and Redesign ..................................................... 309 Conclusion........................................................................................................ 310 Epilogue ........................................................................................................... 312 References ........................................................................................................ 312 Appendix: Model Planning Documents ........................................................... 317

About the Authors ..................................................................................................... 338

Index .......................................................................................................................... 340

  ix

Fore w ord

  In November 2007, the Inaugural Conference of the International Mind, Brain and Educa- tion Society (IMBES) was held in Fort Worth, Texas. Its purpose was to foster collaboration between practitioners and researchers in the neurosciences, cognitive sciences, and similar fields. Interestingly, and unlike past practice, educators were also included in this group. Each of us knows “default educators,” members of any given profession who believe, because they completed their own professional program, that they can teach in their field. There is no doubt that some are able to do so—a few are remarkably talented—yet many are not. In

  

Online Science Learning: Best Practices and Technologies , we hear from two scientists who

made the deliberate decision, years ago, to embrace professional education praxis.

  The praxis of Downing and Holtz is matter-of-fact, yet thorough, much like the authors themselves. These are researchers and educators who read widely, think globally, and act locally. They use the tenets presented here in each of their courses, whether online or on- site in format, and whether learners are adult or traditional-aged. In fact, Kevin Downing’s emphasis on experiential learning in science made him instrumental in establishing their current online program, and Jennifer Holtz’s previous work with resident physicians informed her current practice philosophy. Their lack of credence with more ephemeral aspects of education and learning theory is palpable, yet they clearly identify valuable features from behaviorism, cognitivism, and constructivism, typically those based on reproducible research. These they merge with neurological advances in learning to posit neuro-cognitive instrumentalism, a learning theory that emphasizes hypothetico-predictive behaviors that current evidence supports as naturally occurring. Their work is well grounded in both contemporary and classic education and learning literature, yet it requires us to think differently, more inventively, about ideas that we believe we understand.

  Although the titular focus is online science learning, the model presented is also applicable to on-site courses that incorporate—or could incorporate—computer-based learning activities. Furthermore, as Downing and Holtz address in Chapter III, the tenets developed here likely x

  have application to secondary, as well as tertiary, education applications that could improve the state of science education for all learners, regardless of the method of instruction.

  W. Franklin Spikes, Ed.D. Professor & Director Doctoral Program in Adult Education Kansas State University USA xi

Pre fa c e

  

Purpose

  There is an enormous and swiftly growing literature for online learning practices, but rela- tively little attention has been paid to the special attributes and pedagogy of online science at the community college and university level. As regular authors of natural science courses and instructional materials for the online program for adults at DePaul University, we have long wondered why there was no up-to-date and expansive examination of the best practices in online science learning for university faculty, no general survey of current and emerging technologies for teaching science online, little consideration of the role of online science education as a burgeoning force for building American and global science capital, and no pragmatic models to inform the comprehensive development of online science programs, courses, and constituent learning activities. This book concentrates on this void by providing a general treatment of online science learning in the sciences—a subject area we affirm is an emergent and vital area of science education. While we review and incorporate selected examples from vast literature in computer science and engineering, we have purposefully constrained the chief focus of our treatment to online science learning in the natural sciences. The other fields within the science, technology, engineering, and mathematics (STEM) knowledge areas are certainly deserving of comprehensive treatments of their own online learning practices, but are beyond the scope of this book. Likewise, while our approach is largely U.S. in focus, we have tried, whenever possible, to incorporate non-U.S. consider- ations and concerns, and hope that this effort is apparent.

  

Educational Context

  The current fervor over distance learning in schools and universities inspires the impression that it is an educational construct borne recently of the computer age, but this is certainly not the case. For almost two centuries, learning separated spatially from teaching has been an approach to acquiring knowledge (Bell & Tight, 1993). In contrast, online learning is a rela- tively young format for distance teaching and is fostered by and parallels the contemporary xii

Figure 1. The domain of online science learning positioned within lifelong learning

framework

  revolution in communication and information technologies (CIT). The rapid proliferation and tacit acceptance of online instruction in higher education and school instruction has effectively made the terms “distance education” or “distance learning,” in practical usage, synonymous with “online learning”. Likewise, the term “distance education” is often used interchangeably but unsuitably with “e-learning”, which is actually learning that relies on CIT technologies in a variety of contexts; thus it significantly overlaps, but not necessarily involves, distance education (Guri-Rosenblit, 2005).

  In the hierarchy of learning forms in the “lifelong learning” framework (Figure 1), online science learning is nested within distance learning, e-learning, and online learning, respec- tively. Other important learning types such as blended learning (also called hybrid and mixed) and mobile learning (also called m-learning) can also be used in conjunction with online science learning.

  

Organization and Character of the Book

Online Science Learning: Best Practices and Technologies

  is organized into five sections (Figure 2) spanning: (1) fundamental issues and concepts in online science learning, (2) emerging online science practices and technologies, (3) assessment of online science activi- ties, (4) current online practices in mathematics and natural science disciplines, and (5) a detailed instructional design model to develop online science activities. Section I reviews the value of science education in terms of scientific capital. It also evaluates global and national xiii

  trends in both science and online science education. In addition, this section examines the epistemological and pedagogical foundations of online science and introduces the character of online science in schools. In the final chapters of this section, contemporary online science practices in higher education are investigated and the essential topics of practical work and collaboration are reviewed from the online science perspective. In Section II of this book, we appraise and provide examples of contemporary approaches in online science instruction and review emerging technologies that may soon significantly affect the character of how science is taught online. Our book’s Section III provides a review of best practices in online assessment of learning, including specific applications to online science learning. In Section IV, we compile and review a substantial number of best practice cases of online science from recent publications in the physical and chemical sciences, earth and environmental sciences, and the life sciences. Our book’s final section is devoted to presenting an instructional best practices model for developing online science exercises, courses, and programs. Our model is didactic and derived from a hypothetico- predictive philosophy consistent with the neurological basis of human learning. This section also provides course authors and designers developmental worksheets to aid in the various designs or redesign phases of an online science course or learning activity.

  Figure 2. Organization of Online Science Learning: Best Practices and Technologies xiv

  Online science learning can be a remarkably visual-rich experience and we have attempted to bring some of its vitality through to the reader with the graphics used. We note that our publisher’s cost considerations prohibit a printed color version of this book. However, the reader is encouraged to access the digital rendering of this book, which is principally in color. A brief description of each of the chapters follows:

  Chapter I provides an overview of the state of global science capacity and online science education initiatives designed to increase that capital, with emphasis on developing countries. We briefly describe the valuation of science education, and establish a base from which advances in online science education is explored in the remaining chapters. Chapter II evaluates trends in online science education within the context of the biggest is- sues in contemporary science education, the ongoing debate about the definition of science, the proper role of science education and the steps necessary to correct the science gap in the United States. Almost by definition, this controversy falls along theoretical camps—the variety of constructivists versus the movement toward a hypothetical-predictive learning theory more tightly bound to the neurological (i.e., biological) source of learning.

  Chapter III provides the reader a foundational look at the contemporary character and role of online science learning in virtual schools. With an emphasis on secondary schools, we examine the interdependence and existing obstacles to seamless K-16 science instruction. The affordances of the online science environment to generate a more connected science education strategy for students from K-12 through their university studies are investigated, including the crucial area of professional development for science teachers. To illuminate the salient similarities in the character and efforts between online science learning at schools and universities, we conclude this section with a comparison of practices and technologies applied commonly to each. We offer general guidance on areas of online science learning that can be capitalized on to improve student learning in science within our schools.

  Chapter IV presents an investigation of the current use of cutting-edge science technologies and explores the pedagogical foundations of online science education that effect how use choices are made. We examine strategies consistent with the neurological basis of learn- ing linked to hypothetical-predictive processes and where those strategies are currently utilized.

  Chapter V reviews and defends the concept of practical work and its use to support online science instruction. We review practical work’s historical foundation, purpose, and value, as well as controversies concerning practical work’s utility in science instruction. This chapter builds a rationale for practical work’s intentional implementation in online science learning environments and supports subsequent chapters that review current and emerging approaches and technologies to support online practical work.

  Chapter VI provides a general overview of online collaboration but emphasizes the role and types of collaboration useful to teaching science online. This chapter reviews models and effective approaches to online collaboration including establishing greater lifelong learning ties to scientific information through lasting forms of collaboration facilitated online.

  Chapter VII presents an analysis of the key forms of contemporary online instructional design concepts and practical work approaches to online science learning such as learning objects, simulations, remote laboratories, and virtual field trips. Our discussion incorporates best practice examples, which form the groundwork of an extensive review of disciplinary xv

  Chapter VIII reviews and encourages the use of innovative technologies to promote effec- tive online science learning. This chapter considers the outlook for the character of online science learning in the near future synthesizing recent research in the CIT and online tech- nology areas.

  Chapter IX reviews current and emergent best practices in online learning assessment, notes similarities in on-site and online methods, and explores the differences and how those dif- ferences are or can be addressed. Particular attention is paid to the assessment of typical online science activities (e.g., practical work) and troublesome theory incongruities (e.g., discrete knowledge).

  Chapter X provides a review of best practice cases in online science from mathematics and the physical sciences. Examples are grouped into the chief areas: courses, simulations, vir- tual laboratories, collaborations, virtual science museums, and digital libraries. This chapter provides a foundation of resources to consider in the development or redesign of math and physical science learning activities and courses.

  Chapter XI’s focus is to present a more discipline-centered review of representative pub- lished examples from the geosciences. Our review takes account of courses, virtual field trips, virtual laboratories, collaboration, virtual science museums, and the relationship of the cyberinfrastructure to the geosciences. This chapter provides a variety of resources to consider in the development or redesign of online earth and environmental science learning activities and courses.

  Chapter XII reviews representative published examples from the life sciences. Our review takes account of courses, virtual field trips, virtual laboratories, collaboration, and virtual science museums. Our goal is to provide the reader with an appreciation of the best practices, innovations, and initiatives in online science in the life science area.

  Chapter XIII presents our didactic model for online science instruction based upon best practices in both science education and online education coupled with insights from the diverse and substantial literature reviewed in previous chapters. We blend concepts of distance education and science into a practical model that addresses the learning needs of major and non-major students, and the instructional design constraints of their instructors and institutions. We approach the instructional design topic with the assumption that the published online modalities included herein are generally effective as presented, but have noted evidence of ambiguity, where found. The summation of this treatment is an integrated model that takes into account emerging ideas about the neurological basis of human learning and consideration of the different philosophies of science education, although we make no apologies for holding a particular perspective. Our chief goal is to present the reader a process flow and supporting development tools through key course design steps bringing together original learning design structures with sensible best practices from the literature.

  

Who is This Book For?

  We have written this book with the intent of serving several audiences within the science education community of practice. Foremost, our book is intended to serve as a practical resource for science programs and community college and university-level science instructors xvi

  whether fully online or blended. Accordingly, we provide both a theoretical and practical background on online science learning as well as a model for course development. Moreover, we have deliberately presented many of the best practice cases organized by key scientific areas so that science educators can get a quick view and be inspired by contemporary best practice examples in their own mathematics or natural science disciplines. Although our perspective is through the window of science, our hope is that practitioners of online learn- ing from other disciplines will also find the topics, review of technologies, and strategies informative.

  In addition, this book should be useful for instructional designers involved with the develop- ment of online scientific materials. We anticipate that this book will enhance the dialogue between instructional design staff and science faculty. Utilizing this book’s analysis of practical work and collaboration as well as its review of socio-economic (i.e., valuation) aspects of science, trends in online science, and online science pedagogy; this tome can be employed as an effective resource or text for education department courses on science at the upper division and/or graduate level. Similarly, with the rapidly growing interest in augmenting K-12 education with online activities and resources, this book is also intended as a reference for secondary school educators and administrators. Lastly, we share deeply in the concern regarding America’s “failure” in science education over the last few decades and its long-term consequences for America’s prosperity. Consequently, this book is intended to inform and motivate policy makers to explore and make the most of this important and emerging area of science instruction to increase scientific capital, both here and abroad.

  Kevin F. Downing Jennifer K. Holtz DePaul University, Chicago, USA October 2007

  

References

  Bell, R., & Tight, M. (1993). Open universities: A British tradition? Buckingham: The Society for Research into Higher Education and Open University Press. Guri-Rosenblit, S. (2005). “Distance education” and “e-learning”: Not the same thing.

  (4), 467-493.

  Higher Education, 49 xvii

Ac k now le dgm e nt s

  The authors extend a special thanks to the three anonymous reviewers whose thoughtful comments improved this book and whose enthusiasm for the project was very welcome. We thank IGI Global for their forms of assistance. Our sincere appreciation to the authors and organizations whose permission to reproduce original figures and Web graphics was integral to communicating the richness of current online science efforts. We thank our col- leagues at DePaul University for their many types of support, with special thanks to Dr. Ruth Gannon-Cook and Dr. Beth Rubin for the distance learning expertise they routinely share with us and for their enthusiasm for this project. Special thanks also go to Dr. Michelle Navarre-Cleary and Dr. Gabriele Strohschen. Our thanks to DePaul’s University Research Council and Quality of Instruction Council, for their financial support. xviii

  

Science Education and

Online Science Learning

  Online Science 1

Chapter I Online Science: Its Role in Fostering Global Scientific Capital Concern for man and his fate must always form the chief interest of all technical endeav- ors…Never forget this in the midst of your diagrams and equations.

• – Albert Einstein (1879-1955)

  Health and illness, flood and drought, want and plenty: each of these dichotomies rests squarely within the province of science education, for science education enables one to think critically and creatively, to collaborate, to investigate, to solve real-world problems, and to apply a body of knowledge that is dynamic and that rewards the lifelong learner with its challenges. Moreover, science is arguably the single most important force behind world economies, for good or ill, the potential for which has been recognized since World War II (Bush, 1945). Of the market categories identified by UNESCO World Development Indicators, five—de- fense, transportation, power and communication, information technologies, and science and technology—rely on advances in science knowledge. Science education is valued for its immediacy and its investment, as can be seen by remarkable advances across the globe in science capacity.

2 Downing & Holtz

  However, advances in myriad science and technology fields are not uniform, just as science education is not uniform (Schulman, 2002; UNESCO, 2004). Where Southeast Asia advances, for example, much of the Middle East lags. Science capacity is, truly, global capital, yet capacity must be meaningfully applied in order to be sustainable and carry worth. It has been said, “A Nobel Prize for science will do little by itself to alleviate poverty or gener- ate new business in developing countries,” (Watkins, Osifo-Dawodu, Ehst, & Cisse, 2007, para. 4), emphasizing that science without actionable purpose accomplishes little. In fact, developing countries often lose their most highly skilled scientists to institutions that offer better salaries and the potential for revolutionary work. In this chapter, we provide an overview of the state of global science capacity and online science education initiatives designed to increase that capital, with emphasis on developing countries. We see the online environment as a connective tool to bridge very large gaps in wealth and capacity, an educational bootstrapping mechanism that has not yet been fully tapped. We briefly describe the valuation of science education, and establish a base from which advances in science education will be explored in the remaining chapters.

  Building Global Science and Technology Capital

  Whether eliminating hunger or developing global partnerships, the concerted effort to meet the needs of the world’s population requires that those who serve and are served have the ability to take advantage of opportunities developed. That ability is capacity and capacity evolves from education.

  

With increasing frequency, officials in low and middle income countries are coming to the

conclusion that they must build up their science, technology and innovation (STI) capacity

in order to make demonstrable progress in achieving the Millennium Development Goals

(MDGs); raise productivity, wealth, and standards of living by developing new, competi-

tive economic activities to serve local, regional, and global markets; and address social,

economic, and ecological problems specific to each country (Watkins, Osifo-Dawodu, Ehst

& Cisse, 2007, para. 4).

  Agricultural and environmental husbandry, access to energy and access to health care are the most visible needs of those in developing countries, yet foundational to these are infrastruc- ture—both regulatory and physical, and collaboration—both as internal, public support and external partnerships (Watson, Crawford, & Farley, 2003). The World Bank identifies four essential factors for successful development of human capital, environments, and support systems that facilitate innovation:

  Education for the knowledge economy • refers to foundational secondary and tertiary

  education and lifelong learning, as well as specialized education in technology, sci- ence, and communications;

  Online Science 3 Research and development (R&D): Producing and acquiring economically relevant • knowledge mandates activities that lead to applied, rather than theoretical knowl-

  edge;

• Technology acquisition and diffusion: Using existing knowledge to improve industrial

  competitiveness “focus(es) on helping the private sector absorb and utilize technology

  that is already in use elsewhere in the world” (Science, Technology, and Innovation, 2007, para. 5); and

  Science and technology policy making capacity refers to the ability of policy makers to •