In the last post, I described sessions I attended at the Digital Data Biodiversity Research Conference at Yale University. Besides presentations on portals that integrate various kinds of data and on projects to create and analyze 3-D images of specimens, there was an emphasis on education. Now that so much specimen data and other biodiversity information is available digitally, one of the major goals of iDigBio, the National Resource for Advancing Digitization of Biodiversity Collections (ADBC) funded by the National Science Foundation, is to have this data used widely. This requires education, both of the present research community and of its future members. For several years, iDigBio has been holding workshops and conferences, like the one at Yale. These have resulted in a major upswing in the number of studies and publications employing biodiversity data. Now that many professionals are trained in how to access and analyze the available information, it’s time to leverage this knowledge. The task is to help these experts teach the next generation.
As every teacher realizes, knowing something is very different from teaching about it. The subject matter has to be analyzed and organized; ways into the basics have to be found; a learning structure has to be created. For many years, I was involved with the BioQUEST Curriculum Consortium and attended a number of workshops dealing with using genomic data in teaching genetics and bioinformatics. The portals for gene sequence data are extremely powerful, but they were built for researchers who committed a great deal of time to learning to use them effectively. Teachers, and even more so students, do not have the time, the technical support, nor the expertise to make effective use of these portals. That’s where BioQUEST and other initiatives came into play. At the workshops I attended, we learned enough about the available resources to “tame” them, to download data and present it to students in a way they could understand and use. We became part of an education community committed to bringing students into the genetic sequencing research space in a way that would make sense for them.
Now the same kinds of initiatives are being developed for biodiversity research using powerful tools like iDigBio, GBIF, NEON, and MOL discussed at the conference (see last post). Anna Monfils of Central Michigan University is the principle investigator for an NSF-funded project called BLUE: Biodiversity Literacy in Undergraduate Education that includes participation from BioQUEST. Monfils and members of her team led a lively session at the conference on the question of what biodiversity literacy means and how to achieve it. As the conversation developed, it became clear that these are not easy issues to resolve. However, the BLUE project is a great first step in defining what a biology student needs to have in terms of conceptual understanding and technical skill to tackle the vast ocean of biodiversity data now available to them. What didn’t arise as strongly is an issue that is dear to my heart: how do you make biodiversity data understandable and accessible to students who are not majoring in biology or environmental science? One of iDigBio’s aims has been to broaden the community of biodiversity data users, and non-scientists make up a huge audience. Taming data for them is very different than for those interested in science, but everyone encounters organisms in their lives every day, so why not make it easier to learn more about them?
One way into such learning is through an area that has burgeoned in the last few years and that had a larger presence at the conference than in the past: citizen science. The field has many different aspects from political advocacy to volunteer data entry. Examples of the latter include the development of portals such as Notes from Nature, where many institutions with natural history collections post well-defined projects such as digitizing specimen data. The Smithsonian has an online transcription center where notebooks, journals, and letters are posted. All these sites have sophisticated digital architectures that allow data managers to have confidence in the input, such as by having the same data entered by more than one user and then compared. Many of those involved have commented on how fast the projects are completed. Sometimes thousands of individuals participate, with a number being very committed and doing a great deal of data input. In cases like this, citizen science is another name for unpaid help or volunteering. With an increasing number of retirees looking for something interesting to do, these projects are very attractive because there is no commute involved and fascinating things to learn.
Still another type of citizen science work is done by those who use portals such as iNaturalist to record field observations and phenological information. These data ultimately are uploaded into GBIF, a global biodiversity portal, and the citizen science input has grown to the point where it is having a significant impact on biodiversity research. Walter Jetz of Yale University and principle investigator for the Map of Life (MOL) project, commented on the importance of citizen science several times in his presentation. Not surprisingly, this is particularly true in ornithological research where amateurs have always been especially welcomed by the scientific community.