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Field to Database: Difference between revisions
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'''Goals''' | '''Goals''' | ||
*Investigate, observe, discover leading-edge trends in field collecting. | *Investigate, observe, discover leading-edge trends in field collecting. | ||
*Provide examples of best practices for data sharing. | *Provide examples of best practices for data collecting and data sharing including such data as field data, identifiers, trait data, and environmental variables. | ||
*Convey the concept, importance, and methods for how to create reproducible research workflows. | *Explore data tools, to include software such as R, but also field apps. | ||
*Convey the concept of, importance, and methods for how to create reproducible research workflows. | |||
*Illustrate how data gets from the field into a collection database. | *Illustrate how data gets from the field into a collection database. | ||
*Discuss how data gets published and discovered. | *Discuss how data gets published and discovered. | ||
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*Subject-matter experts share what they have learned from seeing / talking with others on this topic. | *Subject-matter experts share what they have learned from seeing / talking with others on this topic. | ||
*Students work through examples to demonstrate mastery of skills for transforming, enhancing, standardizing data. | *Students work through examples to demonstrate mastery of skills for transforming, enhancing, standardizing data. | ||
*Through comments, discussion, and perhaps post-workshop survey, students demonstrate they grasp the importance of metadata and understand the conceptual difference between data and metadata. | |||
*Students write a post-workshop blog post, prepare a report, or presentation, to synthesize what was learned and pay-it-forward. | |||
Our curriculum includes: | Our curriculum includes: | ||
*(synopsis of agenda here) | *(synopsis of agenda here) | ||
;Day 1 | |||
: Why a Field-to-Database Biodiversity Informatics Workshop? On Site Field Demos from Invited Experts from Paleontology, Ornithology, Ecology, Marine Science, Entomology, and Botany | |||
;Day 2 | |||
: Student 3-minute presentations. General issues in field data collection to data synthesis. Getting started with R. | |||
;Day 3 | |||
: Data exploration using R. Import and display. From raw data to technically correct data. From technically correct data to consistent data. File output. Writing processed data to file. | |||
;Day 4 | |||
: Using R to access biodiversity APIs. Publishing data on iDigBio. Publishing data on DataDryad. Review, Wrap-up, Survey, Next Steps. | |||
The concepts, skills, and tools we teach are domain-independent, but example problem cases and datasets will be taken from organismal and evolutionary biology, biodiversity science, ecology, and environmental science. | The concepts, skills, and tools we teach are domain-independent, but example problem cases and datasets will be taken from organismal and evolutionary biology, biodiversity science, ecology, and environmental science. | ||