Abstract:

The European Commission aims to enhance ocean and water literacy within school communities. To achieve this goal, they are backing initiatives that foster the growth of the Network of European Blue Schools, exemplified by the ProBleu EU Project. This initiative aligns with the overarching objectives of the EU Mission 'Restore our Ocean and Waters by 2030'. One key objective is to bridge knowledge and emotional gaps around freshwater bodies and oceans, a task that can be facilitated by engaging schools in blended learning environments. These environments seamlessly integrate face-to-face instruction with technology-mediated learning, thereby enabling the implementation of Open Schooling methodologies in the future Blue Schools. Through this hybrid approach, students can interact with scientists and explore their local waters, facilitating a deeper understanding and connection with their environment.

Aligned with this idea, engaging students by involving them in the collection and analysis of data through citizen science projects presents a valuable opportunity to introduce them to the work of scientists, particularly fieldwork. This is where platforms such as the citizen observatory MINKA (https://minka-sdg.org/) add value, because they are excellent resources for developing blended learning environments, as highlighted by Mominó et al. in 2016.

MINKA focuses on monitoring biodiversity by taking photographs, but the potential to expand the capabilities of MINKA to register additional environmental parameters like water temperature adds further value to its educational use. This platform has enough flexibility to adapt to various educational settings, coupled with the capacity for teachers and students to initiate and oversee their own local projects (either independently or in collaboration with local partners such as associations or companies), at no cost and supported by experts in the topic. These platforms have the potential to enrich the learning journey and inspire students to become proactive environmental stewards.

In addition, we have taken into account that schools have different needs from those of any other citizen, so we have the potential of reshaping MINKA's structure and functionality in collaboration with teachers, through co-design sessions with educators that will be carried out over the next few months. By the way we are in the process of developing educational materials for primary and secondary levels, focusing on marine and freshwater ecosystems, where the use of MINKA is an essential component. These materials will be accessible on the platform's website, allowing each school to customize them according to their specific circumstances and surroundings.

In conclusion, this kind of citizen observatories can be an excellent educational tool for schools, that promotes ocean and water literacy, engage students to take care of closer oceans and freshwater bodies, and support current and future Blue Schools.

References:
[1] Mominó, J.P., Piera, J., Jurado, E. (2016). Citizen Observatories as Advanced Learning Environments. Analyzing the Role of Citizen Science in Modern Research (9): 192-212 (2017). Advances in Knowledge Acquisition, Transfer, and Management (AKATM) Book Series https://doi.org/10.4018/978-1-5225-0962-2.ch009

Keywords:

Blue Schools, citizen science, blended learning, hybrid learning, ocean literacy, blue education.