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

Ecology and Evolution

Richard J. Telford¹  Aud H. Halbritter¹  Sonya R. Geange¹  Ragnhild Gya¹  Sehoya Cotner¹  Vigdis Vandvik¹  Sean T. Michaletz²  Tanya Strydom³  Brian J. Enquist⁴  Brian S. Maitner⁴  Julia Chacón‐Labella⁴  Jocelyn Navarro⁴  Mickey Boakye⁵  Laura H. Jessup⁶  Tasha‐Leigh J. Gauthier⁷  Sara L. Middleton⁸  Maria Elisa Pierfederici⁹  William Farfan‐Rios^1,10  Jonathan vonOppen^1,11 

[1] Department of Biological Sciences University of Bergen Bergen Norway;Department of Botany and Biodiversity Research Centre University of British Columbia Vancouver BC Canada;Department of Ecology Environment and Plant Sciences Stockholm University Stockholm Sweden;Department of Ecology and Evolutionary Biology University of Arizona Tucson AZ USA;Department of Environmental Science Policy and Management University of California Berkeley CA USA;Department of Forestry and Natural Resources Purdue University West Lafayette IN USA;Department of Geography University of Waterloo Waterloo ON Canada;Department of Zoology University of Oxford Oxford UK;Faculty of Environmental Sciences and Natural Resource Management Norwegian University of Life Sciences Ås Norway;Living Earth Collaborative Washington University St Louis MO USA;Section for Ecoinformatics & Biodiversity Department of Biology Aarhus University Aarhus C Denmark;

关键词: career development;    early career researchers;    FAIR principles;    higher education;    pedagogy;    reproducible research;   

DOI  :  10.1002/ece3.7009

来源: DOAJ

【 摘 要 】

Abstract 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.

【 授权许可】

Unknown