Members Present (future meetings will be earlier): Marilyn, Cathy, Lynne, Jim

Questions for Discussion:

Q: How do we get the following online: a) Brainstorming, and b) Inquiry Learning

a. Brainstorming

• Posed question(s) should be broad in scope and have some amount of controversy.

• Virtual/electronic methods:
• Message board
• Chat rooms
• Video conferencing

• Approximately 1 week will be given for all participants to submit ideas to the "brainstorming" board.
• Tuning ("Hot and Cold", "What works, what didn’t") protocol for follow-up exercise
• Facilitator should follow up on brainstorming to judiciously select some appropriate questions for inquiry learning (see example below). At least two carefully chosen questions should be posed.

• Participants will use a body of computerized data and asked to determine relationships within the data.
• Use and creation of viable computer models.
• Collection and analysis of "real-time" or "real" data.
• When appropriate, participants should commit to a hypothesis.  Some justification for this hypothesis should

be given. This allows for a "give and take" debate, just as is done in the scientific community.  A conclusion or modification of the hypothesis would result.

• In addition to the pedagogical reasons for assessment, we need to keep in mind the desires of any institutions which may be issuing credits (graduate or CEU). Flexibility is important here.
• Creation of a web page for use of other participants or for classroom students.
• Assembly of a portfolio.
• Submission of journal entries into an online folder for evaluation by a facilitator.
• Science faculty (e.g., Dick Wetherald) will critique science facts, if needed.
• WWNFF staff can evaluate web resources and mechanics, if needed.

Topic: "Carbon Dioxide in our Environment"
Question: How would you demonstrate or even try to prove that the average CO₂(g) levels are changing in our atmosphere?
Method:

• Brainstorm ideas
• Facilitators will complete and share a journal online.

• Pick two of the ideas and use the resource page to begin to find sources which support and refute the question.
• Report back to the small teaching group your results (submit to facilitator).
• Online web resources will be provided. You must use at least two of the provided resources and find two new (unlisted) resources. New resources should be assessed for validity or political/scientific bias.