Learning outcome type Remote activity Advantages Disadvantages Resource(s)
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