Identification and natural history
|
1. assigned reading or video on identification
2. identification quiz with feedback (e.g. VL-PI; Kirchoff et al. 2017)
3. students use iNaturalist to locate and attempt to identify organisms,
or identify extant records
4. students receive feedback on identifications via peers and instructor
5. summative assessment
|
more active than simple photo quizzes, multiple opportunities for
feedback
|
requires student access to smartphone or camera, may require student
ability to encounter and digitally record organisms of interest, may be
applicable to limited range of organisms
|
Kirchoff et al. 2017, Unger et al. 2020,
iNaturalist
|
Field techniques
|
1. instructor video demonstrating technique
2. follow-up student question and answer session
3. student-recorded video demonstrating technique
4. peers and instructor provide feedback on 3
5. summative assessment
|
more active than simple demonstration, multiple opportunities for
feedback, adaptable to wide variety of techniques
|
requires student ability to record and upload video, availability of
necessary materials and locations to students
|
Maloney et al. 2013
|
Data collection and study design
|
1. assess knowledge of field technique to be used
2. create student- or instructor-designed sampling scheme and give or
receive student feedback
3. students execute field data collection with instructor question and
answer support
4. collate data using cloud-based platform or participant science
platform
5. use data in reflection, analysis lab(s), or summative
assessment
|
scaffolded exercise that builds off other knowledge, availability of
alternative datasets or participant science data can guard against study
failure
|
somewhat complex implementation, availability of necessary materials and
locations to students
|
Gastreich 2020
|