I’m Jarrid Green, a former Smithsonian intern and recent college graduate from the University of Maryland. Now I am working with conference organizers at the Smithsonian Center for Education and Museum Studies to create dialogue with an online community of individuals and groups interested in climate change research, but also broader topics such as virtual conferencing, STEM education, the Smithsonian, and others that the conference may raise. I’m very interested in creating opportunities for students through community engagement, so I’m excited that part of my job here is writing for this new blog, to bring the perspective of a young person to the discussion about climate change.
My job also involves contacting online communities and connecting with them. For the most part, that project seems simple. As I search online I am discovering an increasingly strong usage of social networking tools by educators and a myriad of government agencies and other organizations. Searching for insight into communities of scientists, teachers, and students, I often stumble upon a platform for discussion, or should I say, talk.
There are some communities and blogs, for example, where a published post will generate commentary from followers and some who choose to comment upon the post agree or disagree with one or two people. The information may be republished in other blogs or by other parties, but it all seems to be done in such a very “flash-in-the-pan” way, meaning, overwhelmingly introductory, not processed, reflected upon, or transformed into better or more refined ideas in a way that often happens in person-to-person conversations. Where real conversation actually does occur, it seems to be largely unnoticed by subsequent writers. Perhaps my conclusions are based on the specific task that I have before me and as a result, my perception is limited. However, I am more than open to someone pointing me in the right direction.
My job also involves contacting online communities and connecting with them. For the most part, that project seems simple. As I search online I am discovering an increasingly strong usage of social networking tools by educators and a myriad of government agencies and other organizations. Searching for insight into communities of scientists, teachers, and students, I often stumble upon a platform for discussion, or should I say, talk.
There are some communities and blogs, for example, where a published post will generate commentary from followers and some who choose to comment upon the post agree or disagree with one or two people. The information may be republished in other blogs or by other parties, but it all seems to be done in such a very “flash-in-the-pan” way, meaning, overwhelmingly introductory, not processed, reflected upon, or transformed into better or more refined ideas in a way that often happens in person-to-person conversations. Where real conversation actually does occur, it seems to be largely unnoticed by subsequent writers. Perhaps my conclusions are based on the specific task that I have before me and as a result, my perception is limited. However, I am more than open to someone pointing me in the right direction.
Thus, my outreach research leads me to ask, where is the dialogue? Where are the conversations between private individuals and public spokespersons and groups that will inspire learning and change? In order to connect with young people, the consensus seems to be to employ newer platforms. However, is it true? If so, how can organizations move past publicity mode and into engaged dialogue using these technologies? Is there a place where information overload can be transformed into lasting opportunities for meaningful growth?
For you educators and scientists out there, how will you use the information, the platform, the discussion, the topic, the structure, to harness, where needed and/or applicable, new models for educational growth and opportunity?
Jarrid Green is a former Smithsonian intern and recent college graduate from the University of Maryland.
