The winter edition of Esri ArcNews (which according to Mike Gould of Esri, is printed in as many copies as Forbes) includes an article on the activities of the Extreme Citizen Science group in supporting indigenous groups in mapping. The article highlights the Geographical Information Systems (GIS) aspects of the work, and mentioning many members of the group.
Every project ends, eventually. The Citizen Cyberlab project was funded through the seventh framework programme of the European Union (or EU FP7 in short), and run from September 2012 to November 2015. Today marks the final review of the project in with all the project’s partners presenting the work that they’ve done during the project.
The project had a technical elements throughout its work, with platforms (technologies that provide foundation to citizen science projects), tools (technologies that support projects directly by being part of what volunteers use), and pilots – projects that use the technologies from citizen cyberlab as well as from other sources, to carry out citizen science projects. In addition to the platforms, tools or pilots – the project used all these elements as the background for a detailed understanding of creativity and learning in citizen cyberscience, which rely on Information and Communication Technologies (ICT). So the evaluation of the pilots and technologies was aimed to illuminate this question.
This post summarises some of the major points from the project. The project produced a system to develop and share research ideas (ideaweave.io), a framework for scientific games (RedWire.io) which is accompanied with tools to measure and observe the actions of gamers (RedMetrics.io), systems for sharing computation resources through virtual machines (through CitizenGrid platform), and a framework to track user actions across systems (CCLTracker), a platform for community mapping (GeoKey), mobile data collection tools (EpiCollect+).
The RedWire platform supports the development of games and the mixing of code between project (borrowing concepts from synthetic biology to computing!), and as the system encourages open science, even data from the different games can be mixed to create new ones. The integration with player behaviour tracking ability is significant in the use of games for research (so that’s done with RedMatrics). The analytics data is open, so there is a need to take care of privacy issues. An example of the gaming platform is Hero.Coli – a game about synthetic biology.
The GeoKey platform that was developed at UCL ExCiteS is now integrated with Community Maps, ArcGIS Online and can receive data trough Sapelli, EpiCollect or other HTML5 apps (as the air quality app on Google Play shows). The system is progressing and includes an installation package that make it easier to deploy. Within a year, there are about 650 users on the system, and further anonymous contributions, and over 60 mini-sites, many of them ported from the old system. The system is already translated to Polish and Spanish.
The Citizen Grid is a platform that improve volunteer computing, and allow the access to resources in a simplified manner, with launching of virtual machines through a single link. It can use shared resources from volunteers, or cloud computing.
The IdeaWeave system, which is a social network to support the development of ideas and projects, and share information about these projects. The final system supports challenges, badges and awards. They also add project blogging and ability for voting on proposals.
EpiCollect+ is a new implementation of EpiCollect which was supposed to be device independent through HTML5. There are issues with many APIs, and this lead to finding out limitations in different mobile platforms. There are many applications
The Virtual Atom Smasher application in CERN was redesign with the use of learning analytics, which shown that many people who start engaging with it don’t go through the learning elements and then find the interface confusing, so the restructuring was geared towards this early learning process. The process help people to understand theoretical and experimental physics principles. The system, which test4theory.cern.ch . After participants log in, they go through a questionnaire to understand what the participant know, and then go through video and interactive elements that help them to understand the terminology that is needed to use the interface effectively, and the rest of the process supports asking questions in forums, finding further information through links and more. Some of the side projects that were developed from Virtual Atom Smasher include to TooTR framework that supports creating tutorials that are web-based and include videos and interactive parts. During the project, they have attracted 790 registered participants, 43 spent more than 12 hours with the game. Now the game is gaining attention from more scientists who are now seeing that it is worth while to engage with citizen science. The project is fusing volunteer computing and volunteer thinking.
GeoTag-X provides a demonstrator for volunteer thinking, and was developed by UNITAR. It allow the capturing of relevant imagery and pictures from disaster or conflict situations. It support UNITAR humanitarian operations. They wanted to assess if the system is useful. They have 549 registered volunteers, with 362 completing at least one task. GeoTag-X engaged with the humanitarian Geo community – for example with GISCorps, UN Volunteers Online, and Humanity Road.
The Synthetic Biology pilot included the development of MOOC that explains the principles of the area, the game Hero.coli, developed a new spectrometer that will be produced at very large scale in India.
Our own extreme citizen science pilots focused on projects that use cyberlab technology, so focusing on air quality monitoring in which we used GeoKey and EpiCollect to record the location of diffusion tubes and the street context in which it was installed. In addition, we included the use of public lab technology for studying the environment, and playshops to explore the exposure to science.
The research into learning and creativity, shown that there is plenty of learning of the ‘on topic’ and the mechanics of the citizen science, with small minority showing deep engagement with active learning. There is variety of learning – personal development – from self-confidence to identity and cultural change; generic knowledge and skills; and finally project specific aspects. The project provides a whole set of methods for exploring citizen science: checklists that can be used to help designing for citizen science learning, surveys, interviews, analysing blogs, user analytics, and lab studies. Some of the interesting finding include: in GeoTag-X, even a complex interface was learnt quite quickly, and connecting emotionally to the issue of humanitarian issue and participation can predict learning. The Virtual Atom Smasher demonstrated that participants learned about the work of scientists and science (e.g. the plenty use of statistics). In SynBio4All, there was plenty of organisational skills, lab work, scientific communication and deeper contact with science – all through need to involved in a more significant way. The ExCiteS pilots show involvement and emotional learning, and evidence for community ‘hands on’ situated learning with high engagement of participants. There are examples for personal development, scientific literacy and community organisation, hosting workshop and other skills. One of the major achievement of this study is a general survey, which had 925 complete responses and 2500 partial ones – from volunteers across citizen science (80 projects) – clusters show 25% learn about technology and science skills, 21% learn about the topic and scientific skills, about 20% learn about science skills, but some collaboration and communication, 13% pure on-topic learning. In citizen science, high percentage learn from project documentation, next about 20% learns through the project and some from documentation, about 17% learn from the project and external documentation, next there was a group learning through discussion. Most feel that they learn (86%). learning is not initial motivation, but become an important factors, and also learning about new area of science. Highly engaged volunteers take on specific and various roles – translators, community managers, event organisers etc.
On the creativity side, interviews provided the richest source of information on creativity and how it is integrated into citizen science. Interviews with 96 volunteers provided one of the biggest qualitative survey in citizen science. Motivations – curiosity, interest in science and desire to contribute to research. They sustained participation due to continued interest, ability, time. The reasons for different audience composition are task time, geography and subject matter. In a lab study, it was shown that citizen cyberscience results are related to immersion in the game. There is also evidence that people are multi-tasking – they have plenty of distractions to the engagement in any given online project. The key finding about creativity include examples in the analysis of the images and geotagging in GeoTag-X. in the Virtual Atom Smasher, adjusting parameters seen as creative, while in SynBio4all the creation of games, or the creation of the MOOC were examples of creativity. In ExCiteS there are photos, drawing, sculptures , blog posts With air quality we’ve seen examples of newsletter, t-shirts, or creating maps. There are routes through the Motivations, learning and creativity. Might need to look at models for people who lead projects. To support creativity face-to-face collaboration is important, allow entry level of volunteers, and provide multiple methods for volunteers to provide feedback.
In terms of engagement – we carried out ThinkCamp events, linking to existing online communities, working through engagement and participation. Interestingly, analysis of twitter shown following from fellow researchers and practitioners in citizen science.
The citizen cyberlab will now continue as an activity of the university of Geneva – so watch this space!
Under the leadership of Roger Fradera of the Centre for Environmental Policy at Imperial College London, I was involved as a co-author on a ‘thinkpiece’ about citizen science and the nexus. If you haven’t come across the term, ‘nexus’ is the linkage of food, energy, water and the environment as a major challenge for the future.
The paper is now published:
Fradera, R., Slawson, D., Gosling, L., Geoghegan, H., Lakeman-Fraser, P., Makuch, K. Makuch, Z., Madani, K., Martin, K., Slade, R., Moffat, A. and Haklay, M. Exploring the nexus through citizen science, Nexus Network think piece Series, Paper 010, November 2015
The paper explores the background of citizen science, and then suggests few recommendations in the context of the nexus, including:
- Inclusivity: a co-created citizen science approach is likely to be more appropriate both to address the more complex nexus issues and to engage all sectors of society.
- Engagement: Citizen science practitioners and nexus scientists should explore developing citizen science programmes with multi-scale engagement of citizens, for example programmes focusing on a nexus issue that combine local, citizen-led or co-created projects.
- Barriers: Research is needed to understand the motivations, attitudes and willingness to change behaviours across all nexus stakeholders, and to better understand and find solutions to barriers.
The work was funded under the ESRC Nexus Network initiative
As the event blurb explained “the Giving Time experiments were led by a team from four UK universities, who wanted to know whether sharing information about how others have volunteered could help to improve volunteering… this was about giving time – and whether volunteers can be nudged. The methodology was randomised control trial (RCTs) in real-life field settings involving university student volunteers, Parish Councils, National Trust volunteers, and housing association residents. The research was funded by the Economic and Social Research Council (ESRC).” The discussion of RCTs and Citizen Science in the same event was bound to generate interesting points.
In the first session, Prof Peter John (UCL) discussed The research challenges of large scale RCTs with volunteers and volunteering organisations. Peter covered the principles for Randomised Control Trials (RCTs) – using randomness in trying something: assuming that two random groups will behave the same if you leave them alone, so you do things only to one group and observe the results. Start with baseline, random allocation to programme and control group, and then compare the outcome. Tying the outcomes to random allocation and – they are unbiased estimates of the impact of outcomes. Key distinguishing features of RCTs: need to deliver an intervention and the research at the same time. He suggests a 10 steps process – assessment of fit for RCTs, recruitment of partner organisations in which the work will be carried out, select a site, decide treatment, specify control, calculation of sample size, develop the procedure for random allocation, collection of data on the subjects, preparation of research plans, and assessment of ethical principles. The things can go wrong include: loss of subjects – people drop out along the way; failed randomization – deciding on who will be included in the process; treatment not given or modified; interference between treatment and control – when the groups meet; unavoidable confounds – when something come along in policy or media and policy change; poor quality data – what the data mean and what is going on with it; loss of cooperation with partners; and unexpected logistical challenges.
The Giving Time was the first RCTs on volunteering experiments – volunteering is more complex than giving money. The question is if behavioural methods can impact on the changes in the process. Working with the volunteering sector was challenging as they don’t have detailed records of volunteers that can be used to develop RCTs. There was willingness to participate in experiments and it was quite interesting to work with such organisations. There was a high level of attrition for those who are staying in the study – just getting volunteers to volunteer – from getting people to be interested until they do something. Is it possible to make it easier, get better quality data? RCTs required changes in organisational practices – if they are information based they are not hugely costly. It is possible to design trials to be sensitive to organisational practice and can be used quickly in decision making. There are issues with data protection and have a clear data sharing agreement.
Against this background, the second session Towards ‘Extreme Citizen Social Science’ – or volunteering as a tool for both social action and enquiry explored a contrasting approach. The session description already explored challenge: “For many, the scale of engagement with volunteers undertaken through Giving Time brings to mind related questions about the role of citizens in formal research – and then of course Citizen Science – or perhaps ‘Citizen Social Science’? At the same time we see the emergence of “Extreme Citizen Science” aimed at stimulating debate and challenging power relationships through citizen involvement in large scale scientific investigations. Extreme citizen science often starts from natural and physical sciences and has citizen researchers working with formal researchers to define the central research questions, and methods of investigation. But what is the potential for Extreme Citizen Social Science – characterised by being large scale, focused on social science questions, exploiting digital technology, having a high degree of participant control, and orientated towards influencing policy?”
Liz Richardson (Manchester Uni) gave her view on citizen social science approach. She is doing a lot of participatory research, and you need to explore with participants what is accepted to do with them. We can solve problems in a better way, if we have conversations on wide knowledge base in science – e.g. – a rough guide to spotting bad science. Liz compared her experience to early memories of the RSPB Big Garden Bird Watch – the natural sciences version of citizen science, and part of it is access to back gardens and wide area research. She also reflected on her participation in Zooniverse and the confusion about what is the science there – e.g. why scientists ask which direction wildebeest look? There are different levels of engagement in citizen science classification, such as Haklay 2013 and a version in the book community research for participation – from low participation to high level. Citizen social science – example for a basic one is the 2011 big class survey in the BBC – just giving and sharing information – more crowdsourcing. Another, more complex example is Christian Nold emotional maps when people responded to arousal measurement, part of evolution in visualising information and sharing mapping. The app MapLocal is used in local planning and sharing information by community members. Groups can also collect data and analyse it – they then work with social scientists how to make sense of data that they collected (work carried out with White Rock Trust in Hasting). It’s not research that done alone but integrated and leading to a change – it’s community consultation. An example is a game in Boston with Participatory Chinatown – and example for a community-led action research from the Morris Justice Project with support from academics.
I provided a presentation about extreme citizen science, positioning it within social science context (similar to my talk for the Institute for Global Prosperity) with some pointers to underlying social theory – especially that the approach that we take in contrast to some behaviour change approaches that take methodological individualism for granted.
Jemma Mouland (Family Mosaic) provided the provider point of view. Head of research at large social housing provider, with about 45,000 tenants. They have done project with Liz, and she explained it from provider point of view. Family Mosaic is looking at community involvement and decision making – what affect them in their daily life and where the housing provider come in? How to work more collaboratively with the residents. They run the a citizen science project around the meaning of community. They have done that through the Giving Time project – they sent email to recruit people to become citizen scientists – from 8000 people that received the message, 82 were interested, then 13 people were involved. They provided the material to carry out workshops, and didn’t instructed how to carry out the research – that led to 50 responses, although instructed to get at least 3, so some people moved beyond just 3. They also got the citizen scientists to analyse the data and the residents interpreted the data that they have gathered. The results from the survey – different definition of community, with active minority, and barriers include time and articulating the benefits (‘why should I do it?’). The residents felt that it was great, but they weren’t sure about doing it again – and also acting on behalf of the provider can be an issue, as well as feeling that all familiar contacts where used. The issue of skills is also interesting – gave very little information, and it can be effective to train people more. For Family Mosaic – the data was not ground breaking, but prove that collaboration can work and have a potential, it gave evident that it can work for the organisation.
So, *can* volunteers be nudged? Turning the spotlight on the future of Nudge techniques. Professor Gerry Stoker (Southampton Uni) The reasons for the lack of success of intervention was the use of the wrong tool and significant difference of money donation and time donation. Nudge come with a set of ideas – drawing on behavioural economics – we use short-cuts and tricks to make decision and we do what other do and then government followed it in a way to influence and work with people and change their behaviour. There are multiple doubts about nudge – nudge assumes fast thinking, but giving time is in slow thinking mode – donating money closer to type 1 (fast thinking) and volunteering closer to type 2 (slow thinking). Second, humans are not just cognitive misers – there are degrees of fast and slow thinking. Almost all nudging techniques are about compliance. Also it’s naive and overly promotional – and issues when the topic is controversial. The individual focus missed the social – changing people mind require persuasion. Complexity also make clear answers harder to find – internal and external validity, and there are very complex models of causality. There are ironic politics of nudge and experiments – allowed space only at the margins of policy making. Need to recognise that its a tool along other tools, and need to deal with groups side by side with other tools. Nudge is a combination with structural or institutional change, wider strategies of behaviour change, and not that other techniques are not without their own problems and issues
Discussion – need to have methodologies that are responsive to the local situation and context. A question is how do you nudge communities and not work at the individual level.
The final talk before the panel discussion was Volunteers will save us – volunteering as a panacea. Presenter: Dr Justin Davis-Smith (National Council for Voluntary Orgs) State of volunteering in 2015 – volunteering can lead to allow social transformations – e.g. ex-offenders being released to volunteering roles and that help avoiding offending. Another success is to involve people who are far from the job market to get employable skills through volunteering. Volunteering also shown that volunteers have better mental health and wellbeing. Not volunteering has a negative impact on your wellbeing. There are volunteering that can be based on prescription (e.g. Green Gyms). Volunteers are engaged in public services, such as special constables. Social capital is also improved through volunteering. Replacement value £40Bn, and the other impacts of volunteering are not being quantified so the full value is estimated at £200Bn. So volunteer will save us?
However, volunteering is cost effective but not without cost and require investment, which is difficult to make. The discussion about engagement of volunteers in public service put the volunteers against paid labour, instead of co-production. There are also unhealthy dynamic with paid staff if it only seen as cost-saving measure. We have a small core that provide their volunteering effort, and the vast majority of volunteering is made by a small group (work on civic core by the centre for third sector research was mentioned). The search for the panacea is therefore complex. Over effort of 15 years in different forms of volunteering, there is only 5% change in the amount people report about volunteering. Some of the nudge mechanisms didn’t work – there is a lot of evidence to show that campaign on volunteering don’t work well. People react negatively to campaigns. Barrier for volunteering is lack of time, and concerned that getting involved will demand more and more of their time. Reflecting on time constraints and micro-volunteering can work.
The final panel explored issues of co-production of research and the opportunities to work with volunteering organisations to start the process – many social services providers do want to have access to research but find it difficult to start the process.
The book ‘Suburban Urbanities: Suburbs and the Life of the High Street‘ is launched today. It’s open access and free for you to download and read.
The book is edited by Laura Vaughan, who led two research projects in which I was involved as co-investigator. First, ‘Towards Successful Suburban Town Centres‘ (2006-2009) and then ‘Adaptable Suburbs‘ (2010-2014). In both projects, we had challenging and interesting issues of bridging disciplinary views between geography and urban design (specifically space syntax, Laura’s sub-discipline). You can see one outcome of these discussion in the first chapter of the book ‘The Suburb and the City’ which we co-authored with Sam Griffiths. The chapter is an update and extension of the article ‘Do the Suburbs Exist?’ which we published in 2009 in Transactions of the Institute of British Geographers with Kate Jones.
Leaving aside this specific chapter, the book include multiple views of suburbs – or as it is described:
“Suburban space has traditionally been understood as a formless remnant of physical city expansion, without a dynamic or logic of its own. Suburban Urbanities challenges this view by defining the suburb as a temporally evolving feature of urban growth.
Anchored in the architectural research discipline of space syntax, this book offers a comprehensive understanding of urban change, touching on the history of the suburb as well as its current development challenges, with a particular focus on suburban centres. Studies of the high street as a centre for social, economic and cultural exchange provide evidence for its critical role in sustaining local centres over time. Contributors from the architecture, urban design, geography, history and anthropology disciplines examine cases spanning Europe and around the Mediterranean.
By linking large-scale city mapping, urban design scale expositions of high street activity and local-scale ethnographies, the book underscores the need to consider suburban space on its own terms as a specific and complex field of social practice”
The slides below are from a talk that I gave today at UCL Institute for Global Prosperity
The abstract for the talk is:
With a growing emphasis on civil society-led change in diverse disciplines, from International Development to Town Planning, there is an increasing demand to understand how institutions might work with the public effectively and fairly.
Extreme Citizen Science is a situated, bottom-up practice that takes into account local needs, practices and culture and works with broad networks of people to design and build new devices and knowledge creation processes that can transform the world.
In this talk, I discussed the work of UCL Extreme Citizen Science group within the wider context of the developments in the field of citizen science. I covered the work that ExCiteS has already done, currently developing and plans for the future.
The second day of the Citizen Cyberlab Summit followed the same pattern of the first day: Two half day sessions, in each one short presentations from guest speakers from outside the project consortium, followed by two demonstrations of specific platform, tool, pilot or learning, and ending with discussion in groups, which were then shared back.
The first session started with History of Citizen Sciences – Bruno Strasser (Uni Geneva) – looking at both practical citizen science and the way it is integrated into the history of science. The Bioscope is a place in Geneva that allowing different public facing activities in the medical and life science: biodiversity, genetic research etc. They are developing new ways of doing microscopy – a microscope which is sharing the imagery with the whole room so it is seen on devices and on turning the microscope from solitary experience to shared one. They are involved in biodiversity research that is aimed to bar-coding DNA of different insects and animals. People collect data, extract DNA and sequence it, and then share it in a national database. Another device that they are using is a simple add-on that turns a smartphone can be turned into powerful macro camera, so children can share images on instagram with bioscope hashtag. They also do ‘Sushi night’ where they tell people what fish you ate if at all…
This link to a European Research Council (ERC) project – the rise of citizen sciences – on the history of the movement. Is there something like ‘citizen sciences’? From history of science perspective, in the early 20c the amateur scientist is passing and professionals are replacing it. He use a definition of citizen science as amateurs producing scientific knowledge – he is not interested in doing science without the production of knowledge. He noted that there are a lot of names that are used in citizen science research. In particular, the project focus is on experimental sciences – and that because of the laboratory revolution of the 1930s which dominated the 20th century. The lab science created the divide between the sciences and the public (Frankenstein as a pivotal imagery is relevant here). Science popularisation was trying to bridge the gap to the public, but the rise in experimental sciences was coupled with decline of public participation. His classification looks at DIYbio to volunteer computing – identifying observers, analysers etc. and how they become authors of scientific papers. Citizen science is taken by the shift in science policy to science with and for society. Interest in the promises that are attached to it: scientific, educational (learning more about science) and political (more democratic). It’s interesting because it’s an answer to ‘big data’, to the contract of science and society, expertise, participation and democratisation. The difference is demonstrated in the French response following Chernobyl in 1986, with presentation by a leading scientists in France that the particle will stop at the border of France, compared that to Deep Horizon in 2010 with participatory mapping through public lab activities that ‘tell a different story’. In the project, there are 4 core research question: how citizen science transform the relationship between science and society? who are the participants in the ‘citizen sciences’ – we have some demographic data, but no big picture – collective biography of people who are involved in it. Next, what is the ‘moral economies’ that sustain the citizen sciences? such as the give and take that people get out of project and what they want. Motivations and rewards. Finally, how do citizen sciences impact the production of knowledge? What is possible and what is not. He plan to use approaches from digital humanities process. He will build up the database about the area of citizen science, and look at Europe, US and Asia. He is considering how to run it as participatory project. Issues of moral economies are demonstrated in the BOINC use in commercial project.
Lifelong learning & DIY AFM – En-Te Hwu (Edwin) from Academia Sinica, Taiwan). There are different ways of doing microscopy at different scales – in the past 100 years, we have the concept of seeing is believing, but what about things that we can’t see because of the focused light of the microscope – e.g. under 1 micron. This is possible with scanning electron microscope which costs 500K to 2M USD, and can use only conductive samples, which require manipulation of the sample. The Atomic Force Microscope (AFM) is more affordable 50K to 500K USD but still out of reach to many. This can be used to examine nanofeatures – e.g. carbon nanotubes – we are starting to have higher time and spatial resolution with the more advanced systems. Since 2013, the LEGO2NANO project started – using the DVD head to monitor the prob and other parts to make the AFM affordable. They put an instructable prototype that was mentioned by the press and they called it DIY AFM. They created an augmented reality tool to guide people how to put the device together, and it can be assembled by early high school students – moving from the clean room to the class room. The tool is being used to look at leafs, CDs – area of 8×8 microns and more. The AFM data can be used with 3D printing – they run a summer school in 2015 and now they have a link to LEGO foundation. They are going through a process of reinventing the DIY AFM, because of patenting and intellectual property rights (IPR) – there is a need to rethink how to do it. They started to rethink the scanner, the control and other parts. They share the development process (using building process platform of MIT media lab). There is a specific application of using the AFM for measuring air pollution at PM2.5. using a DVD – exposing the DVD by removing the protection layer, exposing it for a period of time and then bringing it and measuring the results. They combined the measurements to crowdcrafting for analysis. The concept behind the AFM is done by using LEGO parts, and scanning the Lego points as a demonstration, so students can understand the process.
The morning session included two demonstrations. First, Creativity in Citizen Cyberscience – Charlene Jennett (UCLIC, UCL) – Charlene is interested in psychological aspects of HCI. Creativity is a challenge in the field of psychology. Different ideas of what is creativity – one view is that it’s about eureka moment as demonstrated in Foldit breakthrough. However, an alternative is to notice everyday creativity of doing thing that are different, or not thought off original. In cyberlab, we are looking at different projects that use technologies and different context. In the first year, the team run interviews with BOINC, Eyewire, transcribe Bentham, Bat Detective, Zooniverse and Mapping for Change – a wide range of citizen science projects. They found many examples – volunteers drawing pictures of the ships that they were transcribing in Old Weather, or identifying the Green Peas in Galaxy zoo which was a new type of galaxy. There are also creation of chatbots about their work -e.g. in EyeWire to answer questions, visualisation of information, creating dictionaries and further information. The finding showed that the link was about motivation leading to creativity to help the community or the project. They created the model of linking motivation, learning through participation, and volunteer identity that lead to creativity. The tips for projects include: feedback on project progress at individual and project level, having regular communication – forum and social media, community events – e.g. competitions in BOINC, and role management – if you can see someone is doing well, then encourage them to take more responsibility. The looked at the different pilots of Cyberlab – GeoTag-X, Virtual Atom Smasher, Synthetic Biology through iGEM and Extreme Citizen Science. They interview 100 volunteers. Preliminary results – in GeoTag-X, the design of the app is seen as the creative part, while for the analysts there are some of the harder tasks – e.g. the georeferencing of images and sharing techniques which lead to creative solutions. In the iGEM case they’ve seen people develop games and video. in the ExCiteS cases, there is DIY and writing of blog posts and participants being expressive about their own work. There are examples of people creating t-Shirt, or creating maps that are appropriate for their needs.They are asking questions about other projects and how to design for creativity. It is interesting to compare the results of the project to the definition of creativity in the original call for the project. The cyberlab project is opening up questions about creativity more than answering them.
Preliminary Results from creativity and learning survey – Laure Kloetzer (university of Geneva). One of the aims of Citizen Cyberlab was to look at different aspects of creativity. The project provided a lot of information from a questionnaire about learning and creativity in citizen science. The general design of the questionnaire was to learn the learning outcomes. Need to remember that out of the whole population, small group participate in citizen science – and within each project, there is a tiny group of people that do most of the work (down to 16 in Transcribed Bentham) and the question of how people turn from the majority, who do very little work to highly active participants is unknown, yet. In Citizen Cyberlab we carried out interviews with participants in citizen science projects, which led to a typology of learning outcomes – which are lot wider than those that are usually expected or discussed in the literature – but they didn’t understand what people actually learn. The hypothesis is that people who engage with the community can learn more than those that doesn’t – the final questionnaire of the project try to quantify learning outcomes (informal learning in citizen science – ILICS survey). The questionnaire was tested in partial pilot. Sent to people in volunteer computing, volunteer thinking and others types. They had about 700 responses, and the analysis only started. Results – age group of participants is diverse from 20-70, but need to analyse it further according to projects. Gender – 2/3 male, third female, and 20% of people just have high school level of education, with 40% with master degree or more – large minority of people have university degree. They got people from 64 countries – US, UK, Germany and France are the main ones (the survey was translated to French). Science is important to most, and a passion for half, and integrated in their profession (25% of participants). Time per week – third of people spend less than 1 hour, and 70% spend 1-5 hours – so the questionnaire captured mostly active people. Results on learning – explore feeling, what people learn, how they learn and confidence (based on the typology from previous stages of the project). The results show that – people who say that they learn something to a lot, and most people accept that they learn on-topic knowledge (about the domain itself – 88%), scientific skills (80%), technological skills (61%), technical skills (58%), with political, collaboration skills and communication skills in about 50% of the cases. The how question – people learn most from project documentation (75%) but also by external resources (70%). Regarding social engagement, about 11% take part in the community, and for 61% it’s the first time in their life that they took such a role. There are different roles – translation, moderating forums with other things in the community that were not recognised in the questionnaire. 25% said that they met people online to share scientific interests – opportunity to share and meet new people. Learning dimensions and types of learners – some people feel that they learn quite a lot about various things, while others focus on specific types of learning. Principal Component Analysis show that learner types correlate with different forms of engagement – more time spent correlate to specific type of learner. There are different dimensions of learning that are not necessarily correlate. The cluster analysis show about 10 groups – people who learn a lot on-topic and about science with increase self-confidence. Second group learn on topic but not much confidence. Group 3, like 2 but less perception of learning. Group 4 don’t seem to learn much but prefer looking at resources. 5 learn somewhat esp about computers. 6 learn through other means. 7 learn by writing and communicating, collaborating and some science. 8 learn only about tools, but have general feeling of learning. 9 learn on topic but not transferable and 10 learn a lot on collaboration and communication – need to work more on this, but these are showing the results and the raw data will be shared in December.
Following the presentation, the group discussion first explored examples of creativity from a range of projects. In crowdcrafting, when people are not active for a month, they get email with telling them that they will be deleted – one participant created activities that link to the project – e.g. tweeting from a transcriptions from WW I exactly 100 years after it happen. In Cornell Lab of Ornithology, volunteers suggest new protocols and tasks about the project – new ways of modifying things. In the games of ScienceatHome are targeted specifically to explore when problem solving become creative – using the tools and explaining to the researchers how they solve issues. In WCG one volunteered that create graphics from the API that other volunteers use and expect now to see it as part of the project. There is a challenge to project coordinators what to do with such volunteers – should they be part of the core project?
Next, there are questions about roles – giving the end users enough possibilities is one option, while another way is to construct modularising choices, to allow people to combine them in different ways. In ScienceatHome they have decided to put people into specific modes so consciously changing activities. There is wide variety of participants – some want to be fairly passive and low involvement, while other might want to do much more. Also creativity can express itself in different forms, which are not always seem linked to the project. The learning from Citizen Cyberlab is that there isn’t simple way of linking creativity and capture it in computer software, but that you need organisational structure and most importantly, awareness to look out for it and foster it to help it develop. Having complementarity – e.g. bringing game people and science people to interact together is important to creativity. Another point is to consider is to what degree people progress across citizen science projects and type of activities – the example of Rechenkraft.net that without the hackspace it was not possible to make things happen. So it’s volunteers + infrastructure and support that allow for creativity to happen. There are also risks – creating something that you didn’t know before – ignorance – in music there isn’t much risk, but in medical or synthetic biology there can be risks and need to ask if people are stopping their creativity when they see perceived risks.
The final session of the summit was dedicated to Evaluation and Sustainability. Starting with The DEVISE project – Tina Philips (Cornell Lab of Ornithology). Tina is involved in the public engagement part of Cornell Lab of Ornithology . Starting from the work on the 2009 of the Public Participation in Scientific Research (PPSR) report – the finding from the CAISE project that scarcity of evaluations, higher engagement suggested deeper learning, and need for a more sensitive measures and lack of overall finding that relate to many projects. The DEVISE project (Developing, Validating, and Implementing Situated Evaluation Instruments) focused on evaluation in citizen science overall – identifying goals and outcomes, building professional opportunities for people in the field of informal learning, and creating a community of practice around this area. Evaluation is about improving the overall effectiveness of programmes and projects. Evaluation is different from research as it is trying to understand strengths and weaknesses of the specific case and is less about universal rules – it’s the localised learning that matter. In DEVISE, they particularly focused on individual learning outcomes. The project used literature review, interviews with participants, project leaders and practitioners to understand their experience. They looked at a set of different theories of learning. This led to a framework for evaluating PPSR learning outcomes. The framework includes aspects such as interest in science & the environment, self efficacy, motivation, knowledge of the nature of science, skills of science inquiry, and behaviour & stewardship. They also develop scales – short surveys that allow to examine specific tools – e.g. survey about interest in science and nature or survey about self-efficacy for science. There is a user guide for project evaluators that allow to have plan, implement and share guidance. There is a logic model for evaluation that includes Inputs, activities, outputs, short-term and long-term impacts. It is important to note that out of these, usually short and long terms outcomes are not being evaluated. Tina’s research looked at citizen science engagement, and understand how they construct science identity. Together with Heidi Ballard, they looked at contributory, collaborative and co-created projects – including Nestwatch, CoCoRaHS, and Global Community Monitor. They had 83 interviews from low , medium and high contributors and information from project leaders. The data analysis is using qualitative analysis methods and tools (e.g. Nvivo). The interview asked about engagement and what keep participants involved and asking about memorable aspects of their research involvement. There are all sort of extra activities that people bring into interviews – in GCM people say ‘it completely changes the way that they respond to us and actually how much time they even give us because previously without that data, without something tangible’ – powerful experiences through science. The interviews that were coded show that data collection, communicating with others and learning protocols are very common learning outcomes. About two-third of interviewees are also involved in exploring the data, but smaller group analyse and interpret it. Majority of people came with high interest in science, apart of the people who are focused on local environmental issues of water or air quality. Lower engagers tend to feel less connected to the project – and some crave more social outlets. The participants have a strong understanding of citizen science and their role in it. Data transparency is both a barrier and facilitator – participants want to know what is done with their data. QA/QC is important personally and organisationally important. Participants are engaged in wide range of activities beyond the project itself. Group projects may have more impact than individual projects.
Following the presentation, the discussion explore the issue of data – people are concerned about how the data is used, and what is done with it even if they won’t analyse it themselves. In eBird, you can get your raw data, and checking the people that used the data there is the issue of the level in which those who download the data understand how to use it in an appropriate way.
The final guest presentation was Agroecology as citizen science – Peter Hanappe (Sony Computer Science Lab, Paris). Peter is interested in sustainability, and in previous projects he was involved in working on accessibility issues for people who use wheelchair, the development of NoiseTube, or porting ClimatePrediction BOINC framework to PlayStation, and reducing energy consumption in volunteer computing. In his current work he looks at sustainability in food systems. Agroecology is the science of sustainable agriculture, through reducing reliance on external inputs – trying to design productive ecosystems that produce food. Core issues include soil health and biodiversity, with different ways of implementing systems that will keep them productive. The standard methods of agriculture don’t apply, and need to understand local conditions and the practice of agroecology is very knowledge intensive. Best practices are not always studied scientifically – with many farms in the world that are small (below 2 hectares, 475 millions farms across the world). There are more than 100M households around the world that grow food. This provide the opportunity for citizen science – each season can be seen as an experiment, with engaging more people and asking them to share information so the knowledge slowly develops to provide all the needed details. Part of his aim is to develop new, free tools and instruments to facilitate the study of agroecology. This can be a basic set with information about temperature and humidity or more complex. The idea to have local community and remote community that share information on a wiki to learn how to improve. Together with a group of enthusiasts that he recruited in Paris, they run CitizenSeeds where they tried different seeds in a systematic way – for example, with a fixed calendar of planting and capturing information People took images and shared information online. The information included how much sunlight plants get and how much humidity the soil have. on p2pfoodlab.net they can see information in a calendar form. They had 80 participants this year. Opportunity for citizen science – challenges include community building, figuring out how much of it is documentation of what worked, compared to experimentation – what are the right way to carry out simple, relevant, reproducible experiments. Also if there is focus on soil health, we need multi-year experiments.
I opened the last two Demonstrations of the session with a description of the Extreme Citizen Science pilots – starting similarly to the first presentation of the day, it is useful to notice the three major period in science (with regard to public participation). First, the early period of science when you needed to be wealthy to participate – although there are examples like Mary Anning, who. for gender, religion and class reasons was not accepted within the emerging scientific establishment as an equal, and it is justified to describe her as citizen scientists, although in full time capacity. However, she’s the exception that point to the rule. More generally, not only science was understood by few, but also the general population had very limited literacy, so it was difficult to engage with them in joint projects. During the period of professional science, there are a whole host of examples for volunteer data collection – from phenology to meteorology and more. As science became more professional, the role of volunteered diminished, and scientists looked for automatic sensors as more reliable mean to collect information. At the same time, until the late 20th century, most of the population had limited education – up to high school mostly, so the tasks that they were asked to perform were limited to data collection. In the last ten years, there are many more people with higher education – especially in industrialised societies, and that is part of the opening of citizen science that we see now. They can participate much more deeply in projects.
Yet, with all these advances, citizen science is still mostly about data collection and basic analysis, and also targeted at the higher levels of education within the population. Therefore, Extreme Citizen Science is about the extremities of citizen science practice – engage people in the whole scientific process, allow them to shape data collection protocols, collect and analyse the data, and use it in ways that suit their goals. It is also important to engage people from all levels of literacy, and to extend it geographically across the world.
The Extreme Citizen Science (ExCiteS) group is developing methodologies that are aimed at facilitating this vision. Tool like GeoKey, which is part of the Cyberlab project, facilitate community control over the data and decision what information is shared and with whom. Community Maps, which are based on GeoKey are way to allow community data collection and visualisation, although there is also a link to EpiCollect, so mobile data collection is possible and then GeoKey managed the information.
These tools can be used for community air quality monitoring, using affordable and accessible methods (diffusion tubes and borrowed black carbon monitors), but also the potential of creating a system that will be suitable for people with low level of literacy. Another pilot project that was carried out in Cyberlab included playshops and exploration of scientific concepts through engagement and play. This also include techniques from Public Lab such as kite and balloon mapping, with potential of linking the outputs to community maps through GeoKey.
Finally, CCL Tracker was presented by Jose Luis Fernandez-Marquez (CERN) – the motivations to create the CCL tracker is the need to understand more about participants in citizen cyberscience projects and what they learn. Usual web analytics provide information about who is visiting the site, how they are visiting and what they are doing. Tools like Google analytics – are not measuring what people do on websites. We want to understand how the 20% of the users doing 80% of the work in citizen cyberscience projects and that require much more information. Using an example of Google Analytics from volunteer computing project, we can see about 16K sessions, 8000 users, from 108 countries and 400 sessions per day. Can see that most are males – we can tell which route they arrived to the website, etc. CCL tracker help to understand the actions performed in the site and measure participants contribution. Need to be able to make the analytics data public and create advanced data aggregation – clustering it so it is not disclosing unwanted details about participants. CCL tracker library work together with Google tag manager and Google analytics. There is also Google Super Proxy to share the information.