The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students.
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ABSTRACT:
SUBMITTER: Kridelbaugh DM
PROVIDER: S-EPMC4798788 | biostudies-literature | 2016 Mar
REPOSITORIES: biostudies-literature
Publications
The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students.
Journal of microbiology & biology education 20160301 1
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Project description:A citation study of a sample of earth science projects in citizen science from the FedCats Catalog was undertaken to assess whether citizen science projects are as productive and as impactful as conventional research that does not employ volunteer participation as a part of their data gathering and analysis protocols. From the 783 peer-reviewed papers produced by 48 projects identified from project bibliographies, 12,380 citations were identified using the Web of Science archive and their citation search engine to the end of 2018. Various conventional productivity and impact measures were applied including the Impact Factor, H and M-indices, and entry into the Top-1000 papers in cited research. The earth science projects tend to under-perform in terms of Impact Factor (IF = 14-20) and the M-index (M<0.5) but perform at the level of a 'tenured professor' with <H> = 23. When compared to non-citizen science research in general, there is a ten-fold higher probability of the earth science papers reaching the Top-1000 threshold of most-cited papers in natural science research. Some of the reasons for the lower performance by some indicators may have to do with the down-turn in published papers after 2010 for the majority of the earth science projects, which itself could be related to the fact that 52% of these projects only became operational after 2010 compared to the more successful 'Top-3' projects, whose impacts resemble the general population of non-citizen science research.
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Project description:The secretive behavior and life history of snakes makes studying their biology, distribution, and the epidemiology of venomous snakebite challenging. One of the most useful, most versatile, and easiest to collect types of biological data are photographs, particularly those that are connected with geographic location and date-time metadata. Photos verify occurrence records, provide data on phenotypes and ecology, and are often used to illustrate new species descriptions, field guides and identification keys, as well as in training humans and computer vision algorithms to identify snakes. We scoured eleven online and two offline sources of snake photos in an attempt to collect as many photos of as many snake species as possible, and attempt to explain some of the inter-species variation in photograph quantity among global regions and taxonomic groups, and with regard to medical importance, human population density, and range size. We collected a total of 725,565 photos-between 1 and 48,696 photos of 3098 of the world's 3879 snake species (79.9%), leaving 781 "most wanted" species with no photos (20.1% of all currently-described species as of the December 2020 release of The Reptile Database). We provide a list of most wanted species sortable by family, continent, authority, and medical importance, and encourage snake photographers worldwide to submit photos and associated metadata, particularly of "missing" species, to the most permanent and useful online archives: The Reptile Database, iNaturalist, and HerpMapper.
| S-EPMC8264216 | biostudies-literature
Project description:The coronavirus disease of 2019 (COVID-19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a "Grass Gazers" citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two-way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real-world research and were able to engage in outdoor learning during a time when online, indoor, desk-based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real-world science.
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Project description:IntroductionEnd-of-life (EOL) care is an essential skill for most physicians and health care providers, yet there continues to be an educational gap in medical education literature for these skills. The Johns Hopkins School of Medicine developed the Transition to Residency, Internship, and Preparation for Life Events (TRIPLE) curriculum with the primary goal of preparing graduating medical students for life after medical school.MethodsThe EOL module was one of many within the TRIPLE curriculum and consisted of two half-day sessions that targeted EOL care, death, dying, and communication skills. The first half-day session focused on a standardized patient encounter where learners initiated and completed an EOL care goals conversation around a living will. The second half-day session focused on death and dying. It included didactic sessions on organ donation, autopsy/death certificates, a simulation-based learning session on ending a resuscitation, and a standardized patient encounter where learners disclosed the death of a loved one. End-of-day and end-of-course evaluations were collected via anonymous online surveys.ResultsIn 2019, 120 students and 26 instructors participated in TRIPLE. Students rated the EOL module overall as 4.6 of 5 (SD = 0.6) and rated instructors overall as 4.6 of 5 (SD = 0.6).DiscussionBy implementing a thorough and diverse curriculum with a variety of modalities and targeted skills, learners may be better prepared to care for patients dealing with EOL care issues. Further, the generalization of these skills may assist learners in a variety of other aspects of patient and family care.
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Project description:Learning objectives communicate the knowledge and skills that instructors intend for students to acquire in a course. Student performance can be enhanced when learning objectives align with instruction and assessment. We understand how instructors should use learning objectives, but we know less about how students should use them. We investigated students' use and perceptions of learning objectives in an undergraduate science course at a public research university. In this exploratory study, students (n = 185) completed two open-ended assignments regarding learning objectives and we analyzed the content of their answers. We found that students used learning objectives in ways that reflected the recommendations of past and present instructors, suggesting that students are receptive to instruction on how to use learning objectives. Students generally found learning objectives to be useful because the objectives helped them to narrow their focus and organize their studying, suggesting that students may need additional help from instructors in order to self-direct their learning. Students who chose not to use learning objectives often found other resources, such as case studies covered in class, to be more helpful for their learning. Some of these students recognized that the concepts included in case studies and learning objectives overlapped, pointing to a benefit of alignment between instructional activities and learning objectives. These qualitative results provide the data necessary for designing a quantitative instrument to test the extent to which students' use of learning objectives affects their performance.
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Project description:It is possible to focus medical genetics education by using a model that integrates the skills of end-user searching of the medical literature into the traditional course content. Since 1988, 313 first-year medical students were studied as they accessed MEDLINE to retrieve information about biochemical genetic disorders. Their search behavior was studied by analyzing data from the National Library of Medicine's traffic files. The skills that they initially learned were reinforced as they searched clinical genetics problem cases in the second-year pathology course, and these skills were consolidated in the third year when the students addressed specific patient-care questions in pediatrics. The students' perception of the value of this model was studied by analyzing questionnaires completed during the exercise. It was demonstrated that when students were taught the skills of accessing MEDLINE by computer, they could formulate a question, retrieve current information, critically review relevant articles, communicate effectively, and use these skills to contribute to patient care.
| S-EPMC1682177 | biostudies-other
Project description:The often opportunistic nature of biological recording via citizen science leads to taxonomic, spatial and temporal biases which add uncertainty to biodiversity estimates. However, such biases may also give valuable insight into volunteers' recording behaviour. Using Greater London as a case-study we examined the composition of three citizen science datasets - from Greenspace Information for Greater London CIC, iSpot and iRecord - with respect to recorder contribution and spatial and taxonomic biases, i.e. when, where and what volunteers record. We found most volunteers contributed few records and were active for just one day. Each dataset had its own taxonomic and spatial signature suggesting that volunteers' personal recording preferences may attract them towards particular schemes. There were also patterns across datasets: species' abundance and ease of identification were positively associated with number of records, as was plant height. We found clear hotspots of recording activity, the 10 most popular sites containing open water. We note that biases are accrued as part of the recording process (e.g. species' detectability) as well as from volunteer preferences. An increased understanding of volunteer behaviour gained from analysing the composition of records could thus enhance the fit between volunteers' interests and the needs of scientific projects.
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Project description:In recent years, the number and scale of environmental citizen science programmes that involve lay people in scientific research have increased rapidly. Many of these initiatives are concerned with the recording and identification of species, processes which are increasingly mediated through digital interfaces. Here, we address the growing need to understand the particular role of digital identification tools, both in generating scientific data and in supporting learning by lay people engaged in citizen science activities pertaining to biological recording communities. Starting from two well-known identification tools, namely identification keys and field guides, this study focuses on the decision-making and quality of learning processes underlying species identification tasks, by comparing three digital interfaces designed to identify bumblebee species. The three interfaces varied with respect to whether species were directly compared or filtered by matching on visual features; and whether the order of filters was directed by the interface or a user-driven open choice. A concurrent mixed-methods approach was adopted to compare how these different interfaces affected the ability of participants to make correct and quick species identifications, and to better understand how participants learned through using these interfaces. We found that the accuracy of identification and quality of learning were dependent upon the interface type, the difficulty of the specimen on the image being identified and the interaction between interface type and 'image difficulty'. Specifically, interfaces based on filtering outperformed those based on direct visual comparison across all metrics, and an open choice of filters led to higher accuracy than the interface that directed the filtering. Our results have direct implications for the design of online identification technologies for biological recording, irrespective of whether the goal is to collect higher quality citizen science data, or to support user learning and engagement in these communities of practice.
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Project description:Worldwide, citizen scientists help to map the distribution of native and introduced mosquito species in a variety of programs, contributing to environmental research and management decisions. Participant background, behavior, and engagement may vary depending on the project design, especially between those using digital apps and those using physical samples, which in turn may impact the quality and representativeness of the data collected. During the analysis of the responses to a survey directed at citizen scientists participating in a digital and an analog program, we found significant differences in the respondents' demographic backgrounds. Diverse participant motivations and varying sentiments towards mosquitoes were observed, indicating differing susceptibility in response to the program messages. The results can be translated into recommendations to further strengthen the appeal of citizen science projects and to promote and sustain public engagement in environmental research.
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Project description:Machine learning (ML) and citizen science (CS) are increasingly prevalent and rapidly evolving approaches to studying and managing environmental challenges. Municipal and other governance actors can benefit from technology advances in ML and public engagement benefits of CS but must also address validity and other quality assurance concerns in their application to particular management contexts. In this article, we take up the pervasive challenge of urban litter to demonstrate how ML can support CS by providing quality assurance in the regulatory context of California's stormwater program. We gave quantitative CS-collected data to five ML models to compare their predictions of a qualitative, site-specific, multiclass "Litter Index" score, an important regulatory metric typically only assessed by trained experts. XGBoost had the best outcome, with scores of 0.98 for accuracy, precision, recall and F-1. These strong results show that ML can provide a reliable complement to CS assessments and increase quality assurance in a regulatory context. To date, ML and CS have each contributed to litter management in novel ways and we find that their integration can provide important synergies with additional applications in other environmental management domains.
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