- Introduce this activity by talking about your own most useful resource/s
for teaching coastal and marine studies. Maybe also ask a couple of
participants to follow suit.
- Divide participants into small groups and distribute a copy of Resource 1
- Ask participants to tell other group members what their most useful
coastal and marine resource is and to record this information on Resource 1.
- Ask groups to spend 5-10 minutes discussing common factors in the
reasons for finding their resources particularly useful.
- Conclude this activity with a debriefing session in which you ask
- identify the most interesting or unusual resource they discussed;
- identify the several different types of resources.
- Show OHT 1 'An Unfinished Checklist of Resources'
and draw participants' attention to the wide variety of resources that
can be accessed.
B. Workshop Outline
- Use OHT 2 to review the objectives of the
- Use the introductory statement at the beginning of the module to explain
the importance of selecting and evaluating resources and the two related
themes in the workshop: (i) improving access to resources and (ii) evaluating
2. Problems with Resource Selection
- Show OHT 3 (perhaps reading the statements
in a dramatic way) to start participants thinking about the problems
associated with resource selection.
- Divide participants into groups of 4-5 and ask each group to take
a few minutes to list four problems associated with resource selection.
- Show OHT 4 and ask participants how this list
compares with their group's list.
- Ask if the groups identified any problems that are not on the list.
These could be added to the list on OHT 4.
- Briefly discuss each of the points drawing participants' attention
to the issue of bias.
- Use OHT 5 and Reading 1 to explain that bias is an issue
that needs to be considered in resource selection and use.
3. The ERCME Matrix
This mini-lecture explains some criteria which could be used when selecting
resources for coastal and marine studies.
4. Using the ERCME Matrix
- Divide participants into groups of 4-5 people.
- Distribute Resource 2 and ask participants
to work in groups to complete the table by identifying criteria that
they think relate to each of the major sections in the table. Allow 10-15
minutes for the activity. (Alternatively, ask each group to identify 4-5
criteria for 1- 2 sections each.)
- Display OHT 7 (a completed matrix) and ask
participants if there are any points they did not include or if they
included any points that are not on OHT 7.
- Distribute copies of Resource 3 to
- Participants work in their groups to use the ERCME Matrix (Resource 3) to evaluate the example of coastal
and marine resources (Resource 4).
Note to facilitators:
Facilitators should choose resources to evaluate that are relevant
to the teachers in the workshop, taking into account the range of
year levels and subjects they teach, local coastal and marine concerns,
etc. It is possible to group participants by criteria such as these
and have each group evaluate different resources.
Resource 4 is a sample resource for
evaluation produced by the Gould League (and included with its permission)
which could be used in this activity.
- Conclude this activity with a discussion of the usefulness of the
- Explain that while the ERCME Matrix may be useful it may not always
suit particular needs. If this is the case, then participants should
feel very free to adapt it.
- Hand out Resource 5 and briefly
point out some of the points participants might need to consider
in adapting the ERCME Matrix for their own circumstances.
5. The Purchasing Committee
This is a simulation activity in which participants play the role of a school
committee that has funding available for the purchase of resources for coastal
and marine studies. The aim of the activity is to select a range of resources
from a 'catalogue' (Resource 6).
- Divide participants into groups of 3 or 4.
- Ask groups to describe some characteristics of their school using
OHT 8 to help create a 'relevant' context
for the activity. The committee should then discuss how the context
of their school affects their criteria for selecting resources.
- Explain that each group represents a school committee which is responsible
for purchasing resources for coastal and marine studies. The committee
has a limited budget which realistically allows them to send away for
inspection copies only.
- Distribute Resource 6 which is a
catalogue of some coastal and marine books and other resources.
- Ask groups to discuss the relative merits of each listed resource
(from the information given) for their situation, and choose 5
resources (up to 10 depending on time available) to order for inspection.
- Ask one person from each group to report back to the whole group on
how and why their committee selected the resources it did.
- Finally, the facilitator should reinforce that there is a breadth
of available resources and several important criteria may be used to
evaluate whether or not a resource should be selected.
6. Accessing Coastal and Marine Resources on the
Note to Facilitators: This activity
requires access to the World Wide Web (WWW) for all participants either
singly or working in pairs or small groups. It might be necessary to adjourn
the workshop to a venue where such access is available. If this access is
not available then perhaps this activity should not be attempted. Under
such circumstances, suggest to participants that they could take Resource 7
and Resource 8 with them and complete this activity
on their own - perhaps via WWW access at home or school.
If participants are not familiar with accessing information on the WWW
the facilitator could use the information in Resource 7
to run this activity.
Note to facilitators: It is possible for this activity could be developed
into a full workshop in its own right.
- A list of relevant coastal and marine WWW sites for perusal is included
as Resource 8.
Useful WWW sites to use as starting points for such a workshop include:
- Conclude the workshop by asking participants to return to the list
of resources generated in Activity 1.
- Ask participants to work in pairs or groups to discuss their preferred
resources in light of the criteria developed during the workshop and
then report back to the whole group.