Into the Night - Citizen Science Training day - introduction to citizen science
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Transcript of Into the Night - Citizen Science Training day - introduction to citizen science
Introduction to Environmental
Citizen Science projects
Muki Haklay
Extreme Citizen Science (ExCiteS) research group, UCL
@mhaklay
Into The Night
• April 2014: US National Evolutionary Synthesis
Center (NESCent) on Anthropogenic Sensory
Stimuli as Drivers of Evolution: A conceptual
synthesis and roadmap for an integrated
citizen-science research network (organised
by Caren Cooper, Clinton D Francis, Jesse
Barber)
A bit of background…
• End 2014: Call for new Citizen Science project launched: New ideas for a UK-based citizen science project are being sought by Earthwatch.
• Proposal: Sound and Light / Son et lumière – a sustainable sensory landscape for humans and nature
• Team: Muki Haklay (UCL), Caren Cooper (North Carolina Museum of Natural Sciences), Kate Jones (UCL), David McAlpine (UCL), Barbara Helm (University of Glasgow), Elizabeth Boakes (UCL)
• September 2015: First exploratory workshop
• September 2016: Second exploratory workshop
• December 2016: Funding from NERC
Project aims and objectives
• To investigate wellbeing benefits of dark skies and natural sounds as ecosystem services for plant and animal taxa, including humans.
• An extensive citizen science project to explore the evolutionary impacts of anthropogenic sound and light on plant and animal taxa, in particular birds and bats.
• To understand the interdependence of human health and wellbeing in relation to nearby animal and plant systems, and thus providing a demonstration of the ‘One Health’ framework
Growing awareness
If we have ‘nature deficit disorder’, should
we have ‘star deficit disorder’?
(cc) Tom Hall
Co-designed project
EarthWatch
Scientists
Participants
National Parks
NGOs (TCV)
Corporate partners
• Training day
• Workshops for co-designing citizen
science projects – 16th and 17th February
• Earth Hour citizen science pilots – 25th
March (opportunities for community
scientists!)
Activities in Into the Night
Outline
• Environmental Citizen Science – an
overview
• Classifying citizen science activities
• Setting a project – considerations
• Recruiting and retaining participants
• Evaluating
Citizen Science overview
Citizen Science
Long running Citizen Science
Ecology & biodiversity
Meteorology Marine
Citizen Cyberscience
Volunteer computing
Volunteer thinking
Passive Sensing
Community Science
Participatory sensing
DIY Science Civic Science
Haklay, M., 2013, Citizen Science and Volunteered Geographic Information – overview and typology of
participation in Crowdsourcing Geographic Knowledge
Citizen Science
Long running Citizen Science
Ecology & biodiversity
Meteorology Marine
Citizen Cyberscience
Volunteer computing
Volunteer thinking
Passive Sensing
Community Science
Participatory sensing
DIY Science Civic Science
Citizen Science overview
Haklay, M., 2013, Citizen Science and Volunteered Geographic Information – overview and typology of
participation in Crowdsourcing Geographic Knowledge
Biodiversity/Ecology
Participating in Big Garden
Birdwatch (source: RSPB)
Participating in a BioBlitz (source: OPAL)
© Audubon Cal.
Jennifer Jewett / USFWS
© WMO–No. 919
Meteorology
Coastal zones
Citizen Science
Long running Citizen Science
Ecology & biodiversity
Meteorology Marine
Citizen Cyberscience
Volunteer computing
Volunteer thinking
Passive Sensing
Community Science
Participatory sensing
DIY Science Civic Science
Haklay, M., 2013, Citizen Science and Volunteered Geographic Information – overview and typology of
participation in Crowdsourcing Geographic Knowledge
Volunteer computing
You can join World Community Grid at http://www.worldcommunitygrid.org/
Volunteer Thinking
Passive Sensing
Haklay, M., 2013, Citizen Science and Volunteered Geographic Information – overview and typology of
participation in Crowdsourcing Geographic Knowledge
Citizen Science
Long running Citizen Science
Ecology & biodiversity
Meteorology Marine
Citizen Cyberscience
Volunteer computing
Volunteer thinking
Passive Sensing
Community Science
Participatory sensing
DIY Science Civic Science
Mapping for Change
EveryAware website at http://www.everyaware.eu
DIY Science
CLASSIFYING CITIZEN
SCIENCE ACTIVITIES
Typology of Citizen Science
• Contractual projects, communities ask professional researchers to conduct a specific scientific investigation
• Contributory projects, generally designed by scientists and for which members of the public primarily contribute data;
• Collaborative projects, generally designed by scientists and members of the public contribute data but might refine project design, analyze data, and/or disseminate findings;
• Co-Created projects, designed by scientists and members of the public working together and some of the public participants are actively involved in most or all aspects of the research process;
• Collegial contributions, non-credentialed individuals conduct research independently with varying degrees of expected recognition by institutionalized science and/or professionals.
Shirk et al. 2012. Public participation in scientific research: a framework for
deliberate design. Ecology and Society 17(2): 29.
Adjusted from Cooper, Dickinson, Phillips & Bonney, 2007, Citizen Science as tool for conservation in residential ecosystems.
Ecology and Society 12(2)
Question
Study Design
Data Collection
Data Analysis and
Interpretation
Understanding
results
Management Action
Geographic scope
of project
Nature of people
taking action
Research priority
Education priority
Traditional
Science
Scientific
Consulting*Contributory
Citizen
Science
Collaborative
Citizen
Science
Participatory
Action
Research
Variable Narrow NarrowBroad Broad
ManagersCommunity
Groups Managers IndividualsCommunity
Groups
Highest Medium High High Medium
Low Medium High High High
*often called Science Shops
Community Science
Co-created
Citizen
Science
Narrow
High
High
All
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√Public Scientists
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Participation in citizen science
• Collaborative science – problem definition, data collection and analysis
Level 4 ‘Extreme citizen science’
• Participation in problem definition and data collection
Level 3 ‘Participatory science’
• Citizens as basic interpreters Level 2 ‘Distributed
intelligence’
• Citizens as sensors Level 1
‘Crowdsourcing’
Haklay. 2013. Citizen Science and volunteered geographic information: Overview
and typology of participation, Crowdsourcing Geographic Knowledge
SETTING A PROJECT
Project goals
Increasing awareness
Collecting data
Improving STEM
education
Addressing local issue
Addressing social issue
Balancing act
ECSA 10 principles
1. Citizen science projects actively involve citizens in scientific endeavour that
generates new knowledge or understanding.
2. Citizen science projects have a genuine science outcome.
3. Both the professional scientists and the citizen scientists benefit from taking part.
4. Citizen scientists may, if they wish, participate in multiple stages of the scientific
process.
5. Citizen scientists receive feedback from the project.
6. Citizen science is considered a research approach like any other, with limitations
and biases that should be considered and controlled for.
7. Citizen science project data and meta-data are made publicly available and where
possible, results are published in an open access format.
8. Citizen scientists are acknowledged in project results and publications.
9. Citizen science programmes are evaluated for their scientific output, data quality,
participant experience and wider societal or policy impact.
10. The leaders of citizen science projects take into consideration legal and ethical
issues surrounding copyright, intellectual property, data sharing agreements,
confidentiality, attribution, and the environmental impact of any activities.
Citizen Science design framework
Shirk, J. L., H. L. Ballard, C. C. Wilderman, T. Phillips, A. Wiggins, R. Jordan, E. McCallie, M., Minarchek, B. V.
Lewenstein, M. E. Krasny, and R. Bonney. 2012. Public participation in scientific research: a framework for deliberate
design. Ecology and Society 17(2): 29. http://dx.doi.org/10.5751/ES-04705-170229
RUNNING AND EVALUATING
Recruitment & retainment
• What will be the reason to join?
• How to reach potential participants?
• What is the process of joining (‘on
boarding’)?
• Consider the goals, and how they are
evaluated
Different constituencies
• Public - participants in events, volunteers, marginalised groups
• Intermediaries - museums, science shops, universities, NGOs, Environment Protection Agencies
• Scientists - ecologists, physics, life science, medicine, social science, humanities
• Policy - civil servants, decision makers, political groups, civic society
Retaining participants
• Plan for on going communication to
encourage participants to continue their
involvement
• Provide meaningful feedback to
participants as they go along
• Pay attention to participants needs
Evaluation
• Funders, managers, and you, as project
manager, need to consider how the
project will be evaluated
• Evaluation can take significant resources
from the project if not planned properly
• Evaluation should be planned from the
start
• A popular framework for evaluation:
theory of change / logic model
Theory of Change, Logic Models
• Methodologies that emerged in the mid 1990s, used by Non-Governmental Organisations, Governmental organisations –specifically in the context of planning and evaluating social change
• Theory in the sense of ‘this is how we think things ought to work’. We want the theory to be plausible, feasible & testable
• Logic in the sense of ‘the relationship between elements and between an element and the whole’
Framework for PPSR
Shirk, J. L., H. L. Ballard, C. C. Wilderman, T. Phillips, A. Wiggins, R. Jordan, E. McCallie, M., Minarchek, B. V.
Lewenstein, M. E. Krasny, and R. Bonney. 2012. Public participation in scientific research: a framework for deliberate
design. Ecology and Society 17(2): 29. http://dx.doi.org/10.5751/ES-04705-170229
Developing Logic Model
• Working backward, from long term objectives to the resources. Relies on the following elements:
• Inputs – resources that we have: participants, volunteers, social media followers, funding, existing guides
• Activities – things that we do: events, exhibition, online activities
• Outputs - products from the project: policy briefing, guidelines, websites, trained participants
• Outcomes (short, medium) - changes that the project led at individual, group, and policy levels
• Impacts (long) - systematic change that the project led to.
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant
agreement No 709443
Your turn!
• On your tables, there are descriptions of
two briefs about wellbeing and nature
impacts of light pollution
• In groups of 3, consider how we are going
to engage people in a citizen science
project about one of these topics –
identify the type of the project
(according to one of the classifications)
and the goals of the project