Training and raising awareness about citizen science

Overview of inreach and outreach activities

Explaining the difference between in- and outreach in terms of target groups and formats

Providing the learners with an overview, which is useful for the following examples

Example one: Citizen Science Talent Program (Master’s level course offered by the University of Southern Denmark)

Describing an on-site Master’s level course for students (including group projects on citizen science)

Demonstration of what can be achieved with a course specifically designed for university students and involving researchers as supervisors

Example two: Citizen Science and Scientific Crowdsourcing: An Introduction (MOOC offered by UCL’s Extreme Citizen Science Group)

Describing one of the many available online courses for researchers and others that would like to know (more) about citizen science

Demonstration of what can be achieved with in introduction course on citizen science

Example three: The EU-Citizen.Science Training Platform with one example (Storytelling for citizen science)

Describing the scope of the EU-Citizen.Science Training Platform and providing one example of a free 2,5-hour course designed to introduce storytelling and give practical tools to shape narratives to communicate about and engage with citizen science

Demonstration of free training resources already available and one example, which is also relevant to the topic of this training program

Example four: Open Citizen Day held at the Steno Museum in Aarhus, Denmark

Describing an open-day activity designed to promote a variety of citizen science projects to the general public

Demonstrating the potential of outreach awareness-raising activities outside the RPO

Overview of what can be accomplished by inreach and outreach activities

Bringing the stories together and elaborating on some key terms for citizen science education and awareness such as inreach program and initiatives (curriculum-based courses, capacity-building trainings, informal mutual learning events) and public outreach activities (open days, festivals, happenings, science cafes)

Enabling the learners to think about pros and cons of inreach and outreach activities

Things to consider before setting up training sessions for researchers and others

Thinking about the who, when and what for training of staff (audiences, stakeholders, and content) + the train-the-trainer concept

Explaining to learners that there are many groups and resources to consider in preparation for training

Stakeholder analysis

Describing the basic model of stakeholder analysis going beyond the core team to consider audiences and stakeholders

Enabling the learners to situate their (planned) training in the organisational framework of the RPO and to perform stakeholder analysis to inform their training designs

What researchers need to know about CS

Describing the content of existing training courses aimed at researchers 

Inspiring learners to design their own training programs for researchers

What students need to know about CS

Describing the content of existing training courses aimed at students

Inspiring learners to design their own training programs for students

What other RPO staff need to know about CS

Describing the content of existing training courses aimed at administrative staff, e.g., research-support, educational and outreach staff

Inspiring learners to design their own training programs for administrative staff

Train-the-trainer (TTT)

Describing the TTT concept and things to consider when leading a TTT workshop

Demonstrating the value and practice of TTT

Setting up training sessions for volunteers (learners)

Explaining the various steps from including the learners in the stakeholder analysis to planning of training and taking into consideration different learning styles

Enabling learners to get an overview of the process involved in setting up training for volunteers

Levels of training for volunteers from onboarding to task training and other in-project learning opportunities

Providing an overview of different levels of trainings for volunteers: recruitment (onboarding) – task training – expanded learning and development opportunities

Enabling learners to get an overview of the various training and learning opportunities for volunteers

The logic model used to design volunteer training

Introducing the logic model in the context of volunteer training

Allowing the learners to become familiar with the logic model applied to volunteer training (to be used in the interactive session)

Introduction

Briefly introduce the logic model as a tool for planning and evaluating CS training programs. Explain the session's objective: to create a structured plan for a CS training session.

Group formation

Divide learners into small groups or set them up to work individually. Provide each group or individual with a template of the logic model and necessary materials (pens, paper, or digital tools).

Designing the training

Learners use the logic model to develop their CS training plan. This involves identifying inputs (resources needed), activities (what will be done), outputs (immediate results), outcomes (short and long-term goals), and impacts (broader changes or benefits). Encourage creativity and practicality, considering factors like audience, content, resources, and desired outcomes.

Sharing and feedback

Each group or individual presents their logic model-based training plan. Encourage peer-to-peer feedback, focusing on the feasibility, clarity, and potential impact of each plan.

Evaluation and conclusion

Conclude the session by highlighting the importance of structured planning in effective training program design. If time allows, the facilitator can provide brief, overarching feedback, emphasizing key takeaways.