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

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  • Sonya R. Geange, Department of Biological Sciences, University of Bergen, Bergen, Norway, Bjerknes Centre for Climate Research, Norge
  • Jonathan Von Oppen
  • Tanya Strydom, Department of Ecology, Environment, and Plant Sciences, Stockholm University, Stockholm, Sweden, Sverige
  • Mickey Boakye, Department of Environmental Science, Policy and Management, University of California, Berkeley, CA, USA, USA
  • Tasha-Leigh J. Gauthier, Department of Geography, University of Waterloo, Waterloo, ON, Canada, Canada
  • Ragnhild Gya, Department of Biological Sciences, University of Bergen, Bergen, Norway, Bjerknes Center for Climate Research, Norge
  • Aud H. Halbritter, Department of Biological Sciences, University of Bergen, Bergen, Norway, Bjerknes Center for Climate Research, Norge
  • Laura H. Jessup, Purdue University, USA
  • Sara L. Middleton, Department of Zoology, University of Oxford, Oxford, UK, Storbritannien
  • Jocelyn Navarro, Ecology and Evolutionary Biology Department, University of Arizona, USA
  • Maria Elisa Pierfederici, Faculty of Environmental Sciences and Natural Resource Management, Norwegian University of Life Sciences, Ås, Norway, Norge
  • Julia Chacón-Labella, Ecology and Evolutionary Biology Department, University of Arizona, USA
  • Sehoya Cotner, Department of Biological Sciences, University of Bergen, Bergen, Norway, Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN, USA, USA
  • William Farfan-Rios, Living Earth Collaborative, Washington University, St Louis, MO, USA, Center for Conservation and Sustainable Development, Missouri Botanical Garden, St Louis, MO, USA, USA
  • Brian S. Maitner, Ecology and Evolutionary Biology Department, University of Arizona, USA
  • Sean T. Michaletz, Department of Botany and Biodiversity Research Centre, University of British Columbia, Vancouver, BC, Canada, Canada
  • Richard J. Telford, Department of Biological Sciences, University of Bergen, Bergen, Norway, Bjerknes Center for Climate Research, Norge
  • Brian J. Enquist, Ecology and Evolutionary Biology Department, University of Arizona, USA
  • Vigdis Vandvik, Department of Biological Sciences, University of Bergen, Bergen, Norway, Bjerknes Center for Climate Research, Norge
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.
OriginalsprogEngelsk
TidsskriftEcology and Evolution
Vol/bind11
Nummer8
Sider (fra-til)3577-3587
Antal sider11
ISSN2045-7758
DOI
StatusUdgivet - 20 apr. 2021

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