Citizen Science: theory, practice and policy (UK & Germany case studies

Citizen Science: theory,
practice and policy
(with case studies from UK & Germany)
Muki Haklay
UCL, Extreme Citizen Science group

Plan
• 9:00-9:45 introduction to citizen science: history, trends that
facilitate it, types of citizen science activities, examples of projects
• 9:45-10:00 Q&A about introduction, and the role of citizen
science in projects
• 10:00-10:15 Designing and choosing Citizen Science activity
• 10:15-10:30 Introduction to citizen science activity –
Environmental sensing: WideNoise, NoiseWatch, AirCasting or
nature observation: iNaturalist, Anymals+Plants
• 10:15-11:00 data collection in the botanical garden or in the open
areas of the university, working in groups of 2 or 3
• 11:00-11:15 discussion in group of 5 on the lessons from data
collection
• 11:15-11:45 feedback from all groups and a discussion about
implications for designing citizen science activities: data quality,
difference between observers, overview of resources that are
available for designing and evaluating citizen science activities
• 11:45-12:15 Policy aspects of citizen science across the world

Learning Outcomes
• Knowledge of the field of citizen science and
current trends that influence it
• Understand the principles and practical aspects of
designing a citizen science project
• Experience of citizen science activity
• Learn about additional resources that can be used
to design and run citizen science projects
• Understand the policy trends that are influencing
the field

Introduction to Citizen Science
• Citizen Science in a historical perspective –
underlying trends
• Current activities in the area of citizen science
online and offline
• Typology of engagement in citizen science

Citizen Science (OED 2014)
citizen science n. scientific work undertaken by
members of the general public, often in collaboration
with or under the direction of professional scientists and
scientific institutions.
citizen scientist n. (a) a scientist whose work is
characterized by a sense of responsibility to serve the
best interests of the wider community (now rare); (b) a
member of the general public who engages in scientific
work, often in collaboration with or under the direction
of professional scientists and scientific institutions; an
amateur scientist.

Citizen Science & Science
Early science
(1600’s – early 1800’s)
Professional science
(late 1800’s – 1900’s)
Opening Science
(since 2000s)

Early science
(1600’s – earl 1800’s)
(late 1800’s – 1900’s)
Opening Science
(since 2000s)
Illiteracy
Basic to High-
school
Higher
Education

Early science
(1600’s – early 1800’s)
(late 1800’s – 1900’s)
Opening Science
(since 2000s)
Illiteracy
Basic to High-
school
Higher
Educatio
n
Citizen Science
as Gentlemen/
Gentlewomen
science
Mary Anning (1799-1847)

Early science
(1600’s – early 1800’s)
(late 1800’s – 1900’s)
Opening Science (since
2000s)
Illiteracy
Basic to High-
school
Higher
Educatio
n
Citizen Science
as Gentlemen/
Gentlewomen
science
Citizen Science
diminishing
© WMO–No. 919
Volunteer rainfall observer Rick Grocke checks
the rain gauge at Tanami Downs cattle station in
the Northern Territory of Australia

William Whewell, tides and
volunteers
• William Whewell, Trinity
College, Cambridge
• 1833: coined the term
“scientist”
• 1835: tides observation
• Thousands of “subordinate
labourers” assisting the scientist
in his tasks
Source: Caren Cooper, NCMNS, http://bit.ly/WhewellCitSci

The era of professional science
• Involvement continued: archaeology, astronomy,
ornithology, conservation, meteorology …
• No recognition, viewing volunteers as ‘untrustworthy’
contributors, that are better replaced by automated
instruments
Shoemaker-Levy 9 on 17 May 1994

Early science
(1600’s – early 1800’s)
(late 1800’s – 1900’s)
Opening Science
(since 2000s)
Illiteracy
Basic to High-
school
Higher
Education
Citizen Science
as Gentlemen/
Gentlewomen
science
Citizen Science
diminishing
Citizen Science
as open &
inclusive science

Citizen Science: why Now?
• Societal trends:
• Education and qualifications
• Leisure
• Sharing economies / peer production
systems
• Technological trends:
• Internet access (broadband)
• Mobile devices
• Collaborative Web
• DIY electronics

Increased level of education
0
200
400
600
800
1000
1200
1400
1970 1975 1980 1985 1990 1995 2000 2005 2010
Millions
Enrolment in tertiary education, all
programmes, both sexes (number)

0
100,000
200,000
300,000
400,000
1971
1974
1977
1980
1983
1986
1989
1992
1995
1998
2001
2004
2007
2010
2013
Israel - Students enrolled at public and
private tertiary education institutions.

Years of school completed by population 25+ years 1940-2009

Sharing economies
• In many areas, especially in production and sharing
of information

Active mobile-broadband subscriptions, 2007-
2013*

Why trends matter?
• Considerations of who participates and what is the
potential for participation
• Technology – enabler as well as barrier for
participation (e.g. access to smartphones)
• Identifying emerging opportunities for projects
(e.g. DIY electronics sensing)

A new era of citizen science
Haklay, M., 2013, Citizen Science and Volunteered Geographic Information –
overview and typology of participation in Crowdsourcing Geographic Knowledge
Citizen Science
Citizen
Cyberscience
Volunteer
computing
Volunteer
thinking
Passive
Sensing
Long running
Citizen Science
Ecology &
biodiversity
Meteorology Astronomy
Community
Science
DIY Science
Participatory
sensing
Civic Science

Volunteer computing
You can join World Community Grid at http://www.worldcommunitygrid.org/

Volunteer
thinking
See Zooniverse projects at http://www.zooniverse.org/

Volunteer
thinking
mmos.chNathan Prestopnik

Biodiversity/Ecology
Participating in Big Garden
Birdwatch (source: RSPB)
Participating in BioBlitz (source: OPAL)

Ecology/Public Health
• Mückenatlas and Atrapa el Tigre – mosquito
monitoring in Germany and Spain
• General mosquito classification in Germany, specific
to Asian Tiger mosquito in Spain
Source: Mückenatlas

More information at http://publiclaboratory.org
DIY/Community Science

Scrap yard
Community Centre
School
Noise mapping

Mapping for Change LCY noise mapping study at http://bit.ly/LCYNoise

50m Squares - Averages
Numbers
indicate how
Many readings
in each
50m square

Community-led air quality studies

Engagement: Free, Prior
Informed Consent

Ashaninka village “Apiwtxa”
José Frank Melo

Haklay, M., 2013, Citizen Science and Volunteered Geographic Information –
overview and typology of participation in Crowdsourcing Geographic Knowledge
Citizen Science
Citizen
Cyberscience
Volunteer
computing
Volunteer
thinking
Passive
Sensing
Long running
Citizen Science
Ecology &
biodiversity
Meteorology Astronomy
Community
Science
DIY Science
Participatory
sensing
Civic Science

After Cooper, Dickinson, Phillips & Bonney, 2007, Citizen Science as tool for conservation in residential ecosystems. Ecology and
Society 12(2)
Question
Study Design
Data Collection
Data Analysis and
Interpretation
Understanding
results
Management Action
Geographic scope
of project
Nature of people
taking action
Research priority
Education priority
Traditional
Science
Scientific
Consulting*
Citizen
Science*
Collaborative
Citizen
Science
Participatory
Action
Research
Variable Narrow NarrowBroad Broad
Managers
Community
Groups Managers Individuals
Community
Groups
Highest Medium High High Medium
Low Medium High High High
*often called Science Shops
Community Science
Co-created
Citizen
Science
Narrow
High
High
All
√
√√√
√
√
√
√
√
√
√ √
√
√
√
√
√
√
√
√
√
√ √
√
√
√Public Scientists
√
√
√

Participation in citizen science
• Collaborative science – problem
definition, data collection and analysis
Level 4 ‘Extreme/
Up-Science’
• Participation in problem definition
and data collection
Level 3 ‘Participatory
science’
• Citizens as basic interpreters
Level 2 ‘Distributed
intelligence’
• Citizens as sensors
Level 1
‘Crowdsourcing’
Haklay. 2013. Citizen Science and volunteered geographic information: Overview
and typology of participation, Crowdsourcing Geographic Knowledge

Types of citizen science:
summary
• The impacts of the societal & technological trends
are visible across the spectrum of citizen science –
online only (cyberscience), traditional, and
community based
• Citizen science is relevant to many disciplines and
knowledge areas
• Projects do not fall into one category, it is possible
for a project to have multiple levels of
participations and tools
• Projects should consider what are the capabilities
of the participants and needs for engagement

Designing Citizen
Science project

Why do citizen science?
• Excellent Engagement with Science
• Cost-effective data collection
• Geographic coverage that is not possible otherwise
• Scale of observations (number of participants) not
possible otherwise
• Encouraging volunteering for a wider goal
• Raising awareness of environmental/scientific issue
• Education in science, technology, engineering &
mathematics (STEM)
• Developing new skills and insights
• Linking to place and local community
• Adapting to different types of learning

ECSA’s 10 principles
1. Citizen science projects actively involve citizens in scientific endeavour that
generates new knowledge or understanding.
2. Citizen science projects have a genuine science outcome.
3. Both the professional scientists and the citizen scientists benefit from taking
part.
4. Citizen scientists may, if they wish, participate in multiple stages of the
scientific process.
5. Citizen scientists receive feedback from the project.
6. Citizen science is considered a research approach like any other, with
limitations and biases that should be considered and controlled for.
7. Citizen science project data and meta-data are made publicly available and
where possible, results are published in an open access format.
8. Citizen scientists are acknowledged in project results and publications.
9. Citizen science programmes are evaluated for their scientific output, data
quality, participant experience and wider societal or policy impact.
10.The leaders of citizen science projects take into consideration legal and
ethical issues surrounding copyright, intellectual property, data sharing
agreements, confidentiality, attribution, and the environmental impact of
any activities.

What do they learn?
1. Task/game mechanics
2. Pattern recognition
3. On topic learning
5. Off topic knowledge and skills
4. Scientific process
6. Personal development
Participation
as volunteer
Source: Laure Kloetzer, University of Geneva

IBM World Community Grid:
Aug 2013 survey (15,000 responses)

Problem
definition
Data collection
Visualisation &
analysis
Action
Classification
& basic analysis
Basic School
High School
University/College
Postgraduate
PhD
Literacy
‘Default’ Citizen Science

Problem
definition
Data collection
Visualisation &
analysis
Action
Classification
& basic analysis
Basic School
High School
University/College
Postgraduate
PhD
Literacy

Plan
science in projects
• 11:00-11:15 discussion in groups on the lessons from data
collection
difference between observers, overview of resources that are

iNaturalist
• Started in 2008,
providing a place to
share observations and
link to other people
with common interests

Anymals+plants
• Use information from
GBIF to predict what
are the likely
observations in your
area
• Demonstration
application that also
allow submitting
observations

WideNoise
• Developed as a
demonstration for the
Internet of Things
• Then used in
EveryAware project
(2011-2014)
• Measure sound level
with an element of
gamification (guess the
noise) and qualitative
information

NoiseWatch
• Developed by Microsoft
in collaboration with
the European
Environment Agency in
2011
• Provide a simple form
of recording level of
sound and indicating
what was recorded

AirCasting
• Created as part of a
wider set-up that
include air quality
sensor to provide
detailed personal
health, air quality, and
noise levels

Experiencing citizen science
• Decide in your group if
you want to do
biological recording or
environmental sensing
(record why)
• Look at the applications
that you are planning to
use, try them in class
for 5 minutes
• Go out to the botanic
garden or the road near
the university and carry
out recording with each
app for 5-10 minutes
• Write down
impressions about the
process

Plan
science in projects
• 11:00-11:15 discussion in groups on the lessons from data
collection
difference between observers. overview of resources that are

Discussion points
• What have you noticed about the process of data
collection?
• What do you think about the clarity of the data
collection protocol? How comparable are the
observations?
• What feedback have you received? What will be
the influence on participants?
• What is the data quality of the observations that
wwere produced?

Data Quality Assurance
• Crowdsourcing - the number of people that
edited the information
• Social - gatekeepers and moderators
• Geographic - broader geographic knowledge
• Domain knowledge - the knowledge domain of
the information
• Instrumental observation – technology based
calibration
• Process oriented – following a procedure
http://wp.me/p7DNf-j7

Evaluation
• Evaluating the learning
from citizen science
(Cornell Lab of
Ornithology)

Design/evaluation
• Using the framework of
‘Science Capital’ to assess
citizen science activities and
enhance the outcomes

Useful resources
• Citizen Science Association
http://citizenscienceassociation.org/
• European Citizen Science Association
http://ecsa.citizen-science.net/
• US Federal Crowdsourcing and Citizen Science toolkit
https://crowdsourcing-toolkit.sites.usa.gov/
• UK Centre for Ecology and Hydrology Citizen Science
resources
http://www.ceh.ac.uk/citizen-science
• German Citizen Science resources
http://www.buergerschaffenwissen.de/en

First era: 1969-[1987-92]
Expert
Public Decision Makers
Expert
http://wp.me/p7DNf-gx

First era: 1969-[1987-92]
• Experts responsible for creating environmental
information and using it to advise government
• Top-down attitude to environmental decision
making
• ‘Information Deficit’ model towards the public
• Environmental information by experts, for experts

Second era: 1992 – [2005-12]

Second era: 1992 – [2005-12]
• Rio Principle 10, Aarhus Convention
• Public access to environmental information is a
prerequisite to participation, civil society
organisations as intermediaries
• The Web as the dissemination medium
• Information by experts, for experts and the public
(but in expert form)

© WMO–No. 919
© Audubon Cal.
Jennifer Jewett / USFWS
Participating in Christmas
Bird Count
CoCoRaHS
Volunteers in the Community
Collaborative Rain, Hail & Snow
Network (CoCoRaHS)

Third era: since 2005-2012
Government
Experts
Citizens

Citizen Science in the 3rd Era
• Benefiting from societal transition and
technological changes
• Citizen Science increasingly accepted by scientists &
decision makers
• Integrated in legislations and operational
programmes

European Environment Agency
• Prof. Jacquie McGlade, head of European
Environment Agency, 2008 (Aarhus + 10):
‘Often the best information comes from those who are
closest to it, and it is important we harness this local
knowledge if we are to tackle climate change adequately…
people are encouraged to give their own opinion on the
quality of the beach and water, to supplement the
official information.’

EEA Work Programme 2014-18
• As Part of Strategic Area 3 activities:
‘to widen and deepen the European knowledge base by
developing communities of practice and engaging in
partnerships with stakeholders beyond Eionet, such as
business and research communities, Civil Society
Organisations (CSO), and initiatives concerning lay,
local and traditional knowledge and citizen science’

Eye on Earth
• Started in 2008 as joint initiative of EEA, Esri &
Microsoft – aiming to make environmental information
accessible in Europe
• By 2011, morphed into a global summit by AGEDI &
UNEP “Eye on Earth builds networks and capacity
across diverse knowledge communities to improve
decision-making for sustainable development.”
• After an interim meeting in 2013, a summit in 2015,
with continued focus on acting as ‘Network of
Networks’
• Evolving into an alliance with AGEDI, UNEP, GEO, WRI &
IUCN in the core, with an aim to extend it

Eye on Earth Alliance 2015
• An alliance with AGEDI, UNEP, GEO, WRI & IUCN :
information for sustainable development.
… Citizen Science was a major focus area
within the Summit agenda and there was
general consensus that reporting against
SDGs must include citizen science data. To
this end, a global coalition of citizen
science groups will be established by the
relevant actors and the Eye on Earth
Alliance will continue to engage citizen
science groups …

More Policy indicators
• Scotland Environmental Protection Agency strategic
commitment
• UK Environmental Observation Framework Working group
• UK Government Tree Health Strategy
• German Citizen Science Strategy 2020
• USA Federal toolkit for citizen science
• USA proposed Crowdsourcing and Citizen Science Act
• Citizen Science Association, European Citizen Science
Association, Australian Citizen Science Association …

Our Vision:
In 2020, citizens in Europe are valued and empowered
as key actors in advancing knowledge and innovation and thus
supporting a sustainable development of our world.
Our Mission:
Connecting citizens and science
through fostering active participation

ECSA Strategy
• Promoting Sustainability through CS
• Implementing EU-wide CS programmes
• Linking CS to politics
• Building a Think Tank for Citizen Science
• Sharing knowledge & skills
• Providing expertise & fostering excellence
• Linking to international CS community
• Developing Participatory Methods for Cooperation,
Empowerment and Impact
• Carrying out synthesis & research on CS

ECSA Working Groups
Standards, Principles,
Best Practice
& Capacity Building
Policy, Strategy,
Governance
& Partnerships
> Fundraising & Marketing
> Communication & Events
> International Conference
Projects, Data,
Tools
& Technology

The road ahead…
• Networking & Capacity Building
• International Conference, Workshops, Papers, etc.
• EU-wide CS Programmes
• E.g. Tree Health, Lichens
• CS-Policy Interface
• CS supporting EU Environment & Climate Policy, RRI, Open Science
• CS Data Infrastructure
• Synthesis of available tools, metadata standards, service provision

Summary
• Citizen Science is a rapidly expanding field that
touch many areas of science
• Growing knowledge of best practice, practitioners
networks and policy awareness
• Provide multiple benefits – but they can’t be all
achieved in one project, so require careful design
• Finally, don’t reinvent the wheel – join the existing
networks and learn from others…

Citizen Science: theory, practice and policy (UK & Germany case studies

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