Next-generation field courses: Integrating Open Science and online learning.

Autor: Geange SR; Department of Biological Sciences University of Bergen Bergen Norway.; Bjerknes Center for Climate Research Bergen Norway., von Oppen J; Section for Ecoinformatics & Biodiversity Department of Biology Aarhus University Aarhus C Denmark.; Center for Biodiversity Dynamics in a Changing World Department of Biology Aarhus University Aarhus C Denmark., Strydom T; Department of Ecology Environment and Plant Sciences Stockholm University Stockholm Sweden., Boakye M; Department of Environmental Science Policy and Management University of California Berkeley CA USA., Gauthier TJ; Department of Geography University of Waterloo Waterloo ON Canada., Gya R; Department of Biological Sciences University of Bergen Bergen Norway.; Bjerknes Center for Climate Research Bergen Norway., Halbritter AH; Department of Biological Sciences University of Bergen Bergen Norway.; Bjerknes Center for Climate Research Bergen Norway., Jessup LH; Department of Forestry and Natural Resources Purdue University West Lafayette IN USA.; Department of Ecological Science and Engineering Purdue University West Lafayette IN USA., Middleton SL; Department of Zoology University of Oxford Oxford UK., Navarro J; Department of Ecology and Evolutionary Biology University of Arizona Tucson AZ USA., Pierfederici ME; Faculty of Environmental Sciences and Natural Resource Management Norwegian University of Life Sciences Ås Norway., Chacón-Labella J; Department of Ecology and Evolutionary Biology University of Arizona Tucson AZ USA., Cotner S; Department of Biological Sciences University of Bergen Bergen Norway.; Department of Biology Teaching and Learning University of Minnesota Minneapolis MN USA., Farfan-Rios W; Living Earth Collaborative Washington University St Louis MO USA.; Center for Conservation and Sustainable Development Missouri Botanical Garden St Louis MO USA., Maitner BS; Department of Ecology and Evolutionary Biology University of Arizona Tucson AZ USA., Michaletz ST; Department of Botany and Biodiversity Research Centre University of British Columbia Vancouver BC Canada., Telford RJ; Department of Biological Sciences University of Bergen Bergen Norway.; Bjerknes Center for Climate Research Bergen Norway., Enquist BJ; Department of Ecology and Evolutionary Biology University of Arizona Tucson AZ USA., Vandvik V; Department of Biological Sciences University of Bergen Bergen Norway.; Bjerknes Center for Climate Research Bergen Norway.
Jazyk: angličtina
Zdroj: Ecology and evolution [Ecol Evol] 2020 Nov 20; Vol. 11 (8), pp. 3577-3587. Date of Electronic Publication: 2020 Nov 20 (Print Publication: 2021).
DOI: 10.1002/ece3.7009
Abstrakt: As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers (ECRs) could better emphasize or integrate Open Science elements. Field courses provide opportunities for ECRs to apply theoretical knowledge, practice new methodological approaches, and gain an appreciation for the challenges of real-life research, and could provide an excellent platform for integrating training in Open Science practices. Our recent experience, as primarily ECRs engaged in a field course interrupted by COVID-19, led us to reflect on the potential to enhance learning outcomes in field courses by integrating Open Science practices and online learning components. Specifically, we highlight the opportunity for field courses to align teaching activities with the recent developments and trends in how we conduct research, including training in: publishing registered reports, collecting data using standardized methods, adopting high-quality data documentation, managing data through reproducible workflows, and sharing and publishing data through appropriate channels. We also discuss how field courses can use online tools to optimize time in the field, develop open access resources, and cultivate collaborations. By integrating these elements, we suggest that the next generation of field courses will offer excellent arenas for participants to adopt Open Science practices.
Competing Interests: None declared.
(© 2020 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd.)
Databáze: MEDLINE
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