The authors work at CoSTEP, Hokkaido University, which is the educational organization to nurture science communicators.
CoSTEP provides 3 different yearly learning courses, which are “Comprehensive”, “Selective A”, and “Selective B”. “Selective courses” are composed of 27 e-learning ectures and an intensive workshop. “Selective Course A” weighs on designing faceto- face communication experience. “Selective Course B” weighs on scientific writing. In this paper, we focus on the workshop of the “Course A”, which was a 3-day intensive one where participants made short-time science show programs, held from 8th to 10th of August, 2011. This year, there were 20 participants, which were divided into 4 groups. There were 4 science show programs in 20 minutes for each.
The authors designed the workshop based on the concept of the “Cycle among expression, Sharing, and Reflection”.
Lectures about general guidance, planning, program designing, writing press release, designing flyer, making manual, and facilitation were given. Besides, we made participants do mutual interviews to train facilitation skill and to promote interaction among them. The rest of the time was used to discuss the planning of the program, preparation, and rehearsal for each group.
We introduced several tools to realize the “Cycle among expression, Sharing, and Reflection”.
1) Each participant was made decide his/her own learning goal at the beginning.
2) Exhibit all intermediate outputs (for example, learning goal worksheets or notes of mutual interviews)
3) Participants reflected their own activities at the end of each day and wrote down their findings and shared with each other.
4) Real time documentation: Our staff took photos of participant’s various activitiesduring the workshop and put it on the wall along “timeline” with short comments.
5) They evaluated their achievement by themselves at the end of the workshop.
We used some online tool for participants to share their learning goals and presentation files for their self introduction, let them put comments on others’ presentation, and let them share various outcomes of the workshop.
After the workshop finished, participants answered the questionnaire to evaluate the whole workshop, the necessity and satisfaction level of each learning elements. The results were good in general. However the program seemed to have been slightly “too much intensive” to entirely experience the “Cycle”.
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Public Communication of Science and Technology

 

Design and evaluation of intensive workshop for making short-time science show programs

Gensei Ishimura   CoSTEP, Hokkaido University

Yukari Furuta   CoSTEP, Hokkaido University

Eisuke Hayaoka   CoSTEP, Hokkaido University, Yumi Nagahama CoSTEP, Hokkaido University

Schuko Ohtsu   CoSTEP, Hokkaido University, Ken Saito CoSTEP, Hokkaido University

Shigeo Sugiyama   CoSTEP, Hokkaido University, Hiroaki Takemoto CoSTEP, Hokkaido University

Mari Takizawa – CoSTEP, Hokkaido University

The authors work at CoSTEP, Hokkaido University, which is the educational organization to nurture science communicators.
CoSTEP provides 3 different yearly learning courses, which are “Comprehensive”, “Selective A”, and “Selective B”. “Selective courses” are composed of 27 e-learning ectures and an intensive workshop. “Selective Course A” weighs on designing faceto- face communication experience. “Selective Course B” weighs on scientific writing. In this paper, we focus on the workshop of the “Course A”, which was a 3-day intensive one where participants made short-time science show programs, held from 8th to 10th of August, 2011. This year, there were 20 participants, which were divided into 4 groups. There were 4 science show programs in 20 minutes for each.
The authors designed the workshop based on the concept of the “Cycle among expression, Sharing, and Reflection”.
Lectures about general guidance, planning, program designing, writing press release, designing flyer, making manual, and facilitation were given. Besides, we made participants do mutual interviews to train facilitation skill and to promote interaction among them. The rest of the time was used to discuss the planning of the program, preparation, and rehearsal for each group.
We introduced several tools to realize the “Cycle among expression, Sharing, and Reflection”.
1) Each participant was made decide his/her own learning goal at the beginning.
2) Exhibit all intermediate outputs (for example, learning goal worksheets or notes of mutual interviews)
3) Participants reflected their own activities at the end of each day and wrote down their findings and shared with each other.
4) Real time documentation: Our staff took photos of participant’s various activitiesduring the workshop and put it on the wall along “timeline” with short comments.
5) They evaluated their achievement by themselves at the end of the workshop.
We used some online tool for participants to share their learning goals and presentation files for their self introduction, let them put comments on others’ presentation, and let them share various outcomes of the workshop.
After the workshop finished, participants answered the questionnaire to evaluate the whole workshop, the necessity and satisfaction level of each learning elements. The results were good in general. However the program seemed to have been slightly “too much intensive” to entirely experience the “Cycle”.

A copy of the full paper has not yet been submitted.

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