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Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science?

Kloetzer, L; Schneider, D; Jennett, C; Iacovides, I; Eveleigh, A; Cox, AL; Gold, M; (2013) Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science? In: Proceedings of the 2013 European Research Conference of the network of Access, Learning Careers and Identities. (pp. pp. 73-92). European Society for Research on the Education of Adults (ESREA): Linköping, Sweden. Green open access

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Abstract

Citizen Science (CS) refers to a form of research collaboration that engages volunteers without formal scientific training in contributing to empirical scientific projects. Virtual Citizen Science (VCS) projects engage participants in online tasks. VCS has demonstrated its usefulness for research, however little is known about its learning potential for volunteers. This paper reports on research exploring the learning outcomes and processes in VCS. In order to identify different kinds of learning, 32 exploratory interviews of volunteers were conducted in three different VCS projects. We found six main learning outcomes related to different participants' activities in the project. Volunteers learn on four dimensions that are directly related to the scope of the VCS project: they learn at the task/game level, acquire pattern recognition skills, on-topic content knowledge, and improve their scientific literacy. Thanks to indirect opportunities of VCS projects, volunteers learn on two additional dimensions: off topic knowledge and skills, and personal development. Activities through which volunteers learn can be categorized in two levels: at a micro (task/game) level that is direct participation to the task, and at a macro level, i.e. use of project documentation, personal research on the Internet, and practicing specific roles in project communities. Both types are influenced by interactions with others in chat or forums. Most learning happens to be informal, unstructured and social. Volunteers do not only learn from others by interacting with scientists and their peers, but also by working for others: they gain knowledge, new status and skills by acting as active participants, moderators, editors, translators, community managers, etc. in a project community. This research highlights these informal and social aspects in adult learning and science education and also stresses the importance for learning through the indirect opportunities provided by the project: the main one being the opportunity to participate and progress in a project community, according to one's tastes and skills.

Type: Proceedings paper
Title: Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science?
Event: 2013 European Research Conference of the network of Access, Learning Careers and Identities
Location: Berlin, Germany
Dates: 04 September 2013 - 07 September 2013
Open access status: An open access version is available from UCL Discovery
Publisher version: https://liu.se/esrea2013?l=en
Language: English
Keywords: Informal learning, Incidental learning, Citizen Science, Adult learning, Adult development, Learning by Research
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > UCL Interaction Centre
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities
URI: https://discovery.ucl.ac.uk/id/eprint/1418570
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