Fulfilling Service Hour Requirements through Zooniverse

Over the past week a number of students and organizations have reached out to us to see if Zooniverse participation can fulfill volunteering/service hour requirements for graduation, scholarships, etc.

The short answer is — Yes! Many organizations welcome and encourage Zooniverse participation as a way to fulfill service hour requirements. 

We recommend that organizations place at the forefront what students/participants get out of these experiences beyond contributing time and classifications. Rather than creating busy work, we favor a model where participants take time to reflect on how their efforts (and the community’s collective efforts) are contributing to our understanding of our world and the broader universe. 

Here is one approach for constructing a productive and rewarding volunteer experience for your organization:

Step 1: Share this opportunity with your Organization

Email your organization to see if participation in Zooniverse can be used to fulfill volunteering or other participation requirements. Share this blog post with them so they understand what you would be doing and how you’ll ‘document’ your participation (see Step 8 below). 

Step 2: Register at Zooniverse.org

Create a Zooniverse account by clicking ‘Register’ in the upper-right of the Zooniverse.org homepage (only a name and email are required).

Registering is not required to participate in Zooniverse. But it is useful in this case in order to provide a record of participation.

Step 3: Zooniverse background info

Watch this brief animation and video for background/context about the Zooniverse, the world’s largest platform for people-powered research, with 100 active projects and 2 million people around the world participating. Every Zooniverse project is led by a different research team, spanning a wide range of subjects that include: identifying planets around distant stars (PlanetHunters.org), studying the impact of climate change on animals (SnapshotSafari.org) and plants (FloatingForests.org), tracking resistance to antibiotics (Bash the Bug), transcribing handwritten documents (antislaverymanuscripts.org), and more. The collective efforts of Zooniverse projects have resulted in over 200 research publications to date.

Step 4: Choose your project(s)

Choose from the full list of ~100 active Zooniverse projects (see zooniverse.org/projects) or choose from the curated lists of projects below that tend to work well with different age groups, as selected by the Zooniverse team: 

Step 5: Learn a bit about the project before diving in

Read the information on the project’s ‘About’ pages (‘Research’, ‘The Team’, ‘Results’, & ‘Education’) to learn more about the research and the team running the project.  For example: https://www.zooniverse.org/projects/mrniaboc/bash-the-bug/about

Step 6: Participate! 

Click on the ‘Classify’ tab of your chosen project to get started.  A brief tutorial provides instructions and guidance. For example: https://www.zooniverse.org/projects/mrniaboc/bash-the-bug/classify

Step 7: Reflection and Extension

Consider these Reflection Questions, or other similar questions.  The questions explore the ‘why’ behind this experience. Why do the researchers need your help? How might the results help science? Are you interested in participating in other projects of this type, and why or why not?

For Organizations: Consider sending these via a Google Form or other survey tool for participants to submit responses to these questions. Note: before using the example form above, make a copy of the Google form and send the survey from your own account to make sure you can access the responses.

Extension opportunities:

Each project has a  ‘Talk’ discussion forum associated with it (e.g., https://www.zooniverse.org/projects/mrniaboc/bash-the-bug/talk). This is where the researchers and participants from around the world chat with each other — asking questions about the science, weird things people see while classifying, new discoveries, & more. First, explore the discussion threads and check out some of the questions other people have asked. If you’re feeling comfortable, ask the researchers a question about the science, being a scientist, etc. You might start with a question you asked as part of the ‘Reflection Questions’ activity above. The researchers are keen to hear your questions and engage with you. Check back later to see the response, or watch for Talk email notifications, if you’ve enabled them.

Post-experience (a lifetime of engagement): Check out other Zooniverse projects and check out NASA’s Citizen Science project list and SciStarter for other citizen science opportunities. And please do share about citizen science with family and friends (peer networks make a BIG difference in what people try).

Step 8: Document your participation to fulfill your requirements

Once signed in at Zooniverse.org, you’ll see your display name and your total classification count. (If you hover over the doughnut-ribbon in the center top of the page, you’ll see the classification counts for each specific project you’ve participated in.)

Please note that there is no built-in time-tracker within Zooniverse. However, some organizations allow participants to use the number of classifications they’ve contributed as a proxy for time spent on the site. On average, a person contributes 20-75 classifications/hour on most projects (this ranges widely depending on the difficulty of the tasks, the number of tasks for a given classification, etc.). 

For example, if someone has done 100 classifications, you can estimate that they’ve spent ~2 hours classifying on Zooniverse; e.g., 2 hours x 50 classifications / hour = 100 classifications. The Organization should add ~45 minutes to this time estimate for the time it takes to carry out the additional ‘meta’ elements of the experience outlined above.  

Please note – because we are a small organization, we are not able to sign individual’s ‘certificates of completion’ or other records of that type for volunteer hours.

For Organizations: Consider using a Google Form or other survey instrument for participants to submit their classification count and a screenshot of their Zooniverse.org page. Note: make a copy of the Google form and send it from your account so you can access the responses.

Other Information

If you need to reference a 501(c)(3): 

While Chicago’s Adler Planetarium, one of the hosts of the Zooniverse web development team, is a 501(c)(3), the Zooniverse is not. Organizations that need to link explicitly to a 501(c)(3) for their volunteering efforts use the Adler Planetarium as the reference.  Documentation of the Adler Planetarium’s 501(c)(3) status is provided here.

Future Work:

We recognize it would be helpful to have an easier way to share participation information with organizations for these purposes (though this will need to be done in a very thoughtful way). Please note that because we are a grant-funded web development team, enhancements of this type take time to design, build and implement. If you or your organization have suggestions for how best to share this information, or are interested in helping to support this effort via collaborative grant-writing or otherwise, please let us know.

THANK YOU!

As always, please don’t hesitate to reach out to contact@zooniverse.org if you have any questions or suggestions. 

We Are Still here

These are strange times we live in. With many people ill or worried, and communities all over the world in lockdown or cutting out social contact in order to try and control the spread of the novel coronavirus, it’s hard to work out what the future holds.

The Zooniverse team – including our teams in Oxford and in Chicago – are all working from home, and we’re struggling to master how to communicate and work in this odd situation. So far we’ve encountered all sorts of weird glitches while trying to keep in touch.

Zoom backgrounds can be weird and terrifying, as demonstrated here by Sam.
Why am I the only one with a profile picture?

But we are still here! As we know lots of you are turning to Zooniverse for a distraction while your lives are disrupted, we’ve asked our research teams to pay particular attention to their projects and to be even more present online during this time. We’ll try and bring you more news from them over the next few weeks.

Anyway, if any of you would like to distract yourselves by taking part and contributing to one of our projects, we’ve made it easier to find a new project to dive into. The top of our projects page now highlights selected projects – they will change frequently, and might be topical, timely, particularly in need of your help – or just our favourites!

Zooniverse projects succeed because they’re the collective work of many thousands of you who come together to collaborate with our research teams – and a little bit of collective action in the world right now feels pretty good.

Look after yourselves, and see you in the Zooniverse.

Chris

Zooniverse Remote / Online Learning resources

As schools, workplaces, public spaces, and institutions across the globe close in response to COVID-19, we are aware that, for many people, online platforms like Zooniverse can function as a way to continue to have an impact and remain engaged with the world. 

We cannot thank you enough for participating in Zooniverse and creating a welcoming and supportive space for all. 

Below is a list of resources educators have used in classrooms that also work well remotely/online. Key to keep in mind is that Zooniverse projects are a great way to expose learners to new opportunities and ways of engaging in real research. These resources are meant to spark curiosity, learning, and exposure to research and the broader world. We encourage you to especially consider what students can gain from the process of participating. Remember: this is an opportunity for experiential learning, not a platform for creating busy work. 

Note – there is no age limit for participating in Zooniverse projects, but children under the age of 16 need parent or guardian approval before creating their own Zooniverse account (see here for more details).  

For 5-12 year olds:

  • Curated list of age-appropriate Zooniverse projects for younger learners (w/ brief descriptions)
  • Zooniverse-based Activity for 5-12 year olds
  • Classroom.zooniverse.org
    • Wildcam Labs
      • Designed for 11-13 year olds, but the content can easily scale down for younger audiences. 
      • Great way to engage if you love looking at photos of wild animals and want to investigate ecological questions. The interactive map allows you to explore trail camera data and filter and download data to carry out analyses and test hypotheses. 
      • Educators can set up private classrooms, invite students to join, curate data sets, and get access to the guided activities and supporting educational resources. 
      • Individual explorers also welcome – you don’t need to be part of a classroom to participate.
  • Planet Hunters Educators Guide
    • Designed for 11-13 year olds.
    • A Zooniverse – NASA collaboration through which students learn about citizen science, explore how astronomers search for planets around distant stars, participate directly in the search for exoplanets through PlanetHunters.org, and then design and draw their own planetary system.
    • Developed by Chicago’s Adler Planetarium Education Specialist Julie Feldt and Adler Director of Teen Programs Kelly Borden.
  • Notes from Nature Activity
    • Designed for 11-13 year olds.
    • Through this lesson students observe, record, and document specimens, become a part of the Zooniverse Notes from Nature project, transcribe specimens, connect art and science, and sketch birds in a science notebook.
    • Developed by teachers as part of StudentsDiscover.org 
  • Floating Forests: Teaching Young Children About Kelp and Climate Change

For teens and adults:

  • Curated list of Zooniverse projects (w/ brief descriptions)
  • Zooniverse-based Lesson Plan for teens and adults
  • Classroom.zooniverse.org
    • Wildcam Labs
      • Designed for middle school classrooms, but the content can easily scale up for older audiences. 
      • See description above.
    • Astro101 with Galaxy Zoo
      • Designed for undergraduate non-major introductory astronomy courses, but the content has been used in many high-school classrooms as well. 
      • Students learn about stars and galaxies through 4 half-hour guided activities and a 15-20 hour research project experience in which they analyze real data (including a curated Galaxy Zoo dataset), test hypotheses, make plots, and summarize their findings. 
      • Developed by Julie Feldt, Thomas Nelson, Cody Dirks, Dave Meyer, Molly Simon, and colleagues.
    • For both Wildcam and Astro101 Activities
      • Educators can set up private classrooms, invite students to join, curate data sets, and get access to the guided activities and supporting educational resources. 
      • Individual explorers also welcome – you don’t need to be part of a classroom to participate.
  • Planet Hunters Educators Guide
    • Designed for 11-13 year olds, but the content can easily scale up for older audiences. 
    • See description above.
  • Notes from Nature Activity
    • Designed for 11-13 year olds, but the content can easily scale up for older audiences.
    • See description above. 
  • Snapshot Safari-based Lesson Plans and Interactive Timeline
    • Developed by University of Minnesota PhD student Jessica Dewey
  • Kelp Forest Ecology Lab
    • Through the Zooniverse FloatingForests.org project, researchers are striving to understand the impact of climate change on giant kelp forests, an indicator of the health of our oceans. In this lab, students analyze Floating Forest and other ocean data to explore their own research questions.
    • Developed by Cal State – Monterey Bay faculty Dr. Alison Haupt and colleagues
  • NEH Teacher’s Guide for Digital Humanities and Online Education

Join the Conversation and Share Ideas:

We’d love to hear about your experiences with Zooniverse. Join the conversation in our ‘Talk’ discussion forum around Education and the Zooniverse. There’s a wonderful community there of formal and informal educators and students who are interested in sharing resources and ideas.

If you need a record of your students’ contributions:

You can keep track of how many classifications you’ve contributed if you register (providing a username and email address) within Zooniverse.org. Once signed in, at Zooniverse.org you’ll see your display name and your total classification count. If you hover over the circle surrounding your avatar, you’ll see the classification counts for each specific project you’ve participated in. Some teachers have their students share a screenshot of this zooniverse.org page as a record of contributions. 

Please note that there is no built-in time-tracker within Zooniverse. However, participants can use the number of classifications they’ve contributed as a proxy for time spent on the site. On average, a person contributes 20-75 classifications/hour on most projects. So, for example, if a student has done 100 classifications, you can estimate that they’ve spent ~2 hours classifying on Zooniverse; e.g., 2 hours x 50 classifications / hour = 100 classifications. 

Other Opportunities:

Check out NASA’s Citizen Science project list and SciStarter for other citizen science opportunities.

Cross-Post — Lessons from Space: Why Delay a Launch?

Today’s cross-post is from ChelseaTroy.com, blog site of one of our Zooniverse developers. Chelsea writes codes for open source projects like our Zooniverse Citizen Science Mobile App and NASA Landsat Image Processing Pipeline. She also teaches Mobile Software Development at the Master’s Program in Computer Science at the University of Chicago.

A SpaceX Falcon 9 rocket lifts off from Space Launch Complex 40 at Cape Canaveral Air Force Station in Florida at 11:50 p.m. EST on March 6, 2020, carrying the uncrewed cargo Dragon spacecraft on its journey to the International Space Station for NASA and SpaceX’s 20th Commercial Resupply Services (CRS-20) mission. Dragon will deliver more than 5,600 pounds of science investigations and cargo to the orbiting laboratory. Credit: NASA and https://en.wikipedia.org/wiki/File:CRS-20_launch.jpg

Chelsea was selected as a NASA Social appointee to attend the launch of last week’s CRS-20 cargo resupply mission to the International Space Station (this included attending the launch of the SpaceX Falcon 9 rocket and Dragon spacecraft, meeting w/ NASA’s social media team, touring NASA facilities at Kennedy, meeting with experts, and more). Check out all her posts on instagram, twitter, and chelseatroy.com.

This post of Chelsea’s, on why the launch was delayed, resonated in particular with us as a web development team. Across many fields, the lessons and insights around the role of deadlines, the value of redundancy, learning from past experiences/mistakes to make better predictions and mitigate risk, etc. apply.

Check out the full post at https://chelseatroy.com/2020/02/27/lessons-from-space-why-delay-a-launch/. Enjoy!

Who’s who in the Zoo – Bart Elen

In the first Who’s who in the Zoo of 2020, meet Bart from the Eye for Diabetes project

– Helen

 


Bart - Bart Elen

Project: Eye for Diabetes

Researcher: Bart Elen

Location: Health department, VITO, Belgium

 

What are your main research interests?

Data science, deep learning, analysis of retinal images, Internet of things

 

Who else is in your project team? What are their roles?

Patrick De Boever (VITO), Project Leader

Carina Veeckman (VUB), User Engagement

Sven De Boeck (VUB), Science Communication

Luk Buyse, President of Diabetes Liga

 

Tell us more about the data used in your project

We use retinal fundus images collected by the EyePACS screening network for Diabetic Retinopathy.

 

How do Zooniverse volunteers contribute to your research? 

The Zooniverse volunteers look for lesions on the fundus images, caused by Diabetic Retinopathy.

 

What have been the biggest challenges in setting up your project?

It was challenging to design our project to enable everyone to perform the challenging labelling task of finding the lesions caused by Diabetic Retinopathy. We took a number of approaches to make this possible, including writing a good tutorial, a training module and augmenting our images.

 

What discoveries, and other outputs, has your project led to so far?

The volunteer labels have led to an improvement in our algorithm for automatically detecting lesions. Our project has also had a lot of media coverage in Flanders.

 

Once you’ve finished collecting data, what research questions do you hope to be able to answer?

The new data labels will enable the creation of better computer models for the automatic detection of lesions caused by Diabetic Retinopathy. We hope that these models will enable a more consistent diagnoses of Diabetic Retinopathy by ophthalmologists, and a better follow-up of the disease progress.

 

What’s in store for your project in the future?

In the future, there will be more labeled data, the creation of a better computer model for the automated detection of Diabetic Retinopathy lesions, and the release of the newly created label dataset to the research community.

 

What are your favourite other citizen research projects and why?

The “Radio Meteor Zoo” project on Zooniverse. Speaking to the creators of this project convinced us to choose the Zooniverse platform for our own citizen science project.

 

What guidance would you give to other researchers considering creating a citizen research project?

Contact the teams running existing citizen science projects. You will learn a lot from their experiences.

 

And finally, when not at work, where are we most likely to find you?

I like go running, follow MOOCS, play board games, and watch tv.

 


 

You can learn more about Eye for Diabetes here (note, this website is in Dutch)

 

 

 

Zooniverse is 10 today!

Zooniverse is ten years old! On 12th December 2009, Zooniverse.org sputtered into life, celebrated with a post on this very blog (https://blog.zooniverse.org/2009/12/12/the-zooniverse-is-go/). Truth be told, there wasn’t a huge amount to show – the only project there was our first, Galaxy Zoo, which had been running for a couple of years by that point. What a contrast to today’s bustling home page, with 229 live projects for you to choose from. Early in 2010 two new projects – Solar Stormwatch and Moon Zoo – were launched, before Old Weather became our first project based here on Earth instead of out in the cosmos.

To celebrate, we’re redoubling our efforts to reach two million volunteers. We’re about 50,000 short, so if every one in twenty of you invites a friend to join in we’ll be there in no time. We have a prize lined up for the lucky two millionth, and anyone who classifies on any project on that auspicious day will go into a draw for some Zooniverse swag.

Birthdays are also time for reflection. To be honest, I was a bit surprised when I realised that we were approaching this milestone birthday. Galaxy Zoo had arrived with a big bang, a sudden explosion of effort, but as the above description suggests Zooniverse grew more slowly, as project after project was added to our nascent platform. Over the years, we rebuilt the codebase (more than once), projects came and went, and the army of Zooniverse volunteers grew in strength and in numbers. Looking back, though, the decision we made to launch Zooniverse set in stone some important principles that still guide us today.

For starters, it meant that we were committed to building a universe of projects which volunteers could move easily between. Projects which were lucky enough to get publicity – featuring on BBC Stargazing Live, for example – thus benefited other projects by bringing new people into the Zooniverse community. We built a shared codebase, so that funding for a particular project could support the development of code that benefited everyone. For most participants, their experience of the Zooniverse is limited to the project they’re participating in, whether it involves penguins, papyri or planets, but these network effects have been hugely important in sustaining such a rich variety of projects for a decade.

We’ve always tried to make it as easy as possible for researchers to build the best projects they can imagine, investing in the project builder tool that now supports all of the projects listed on our homepage. The choice – made early – to present the Zooniverse as a tool that’s free for researchers to use has caused problems; we are almost completely dependent on grant funding, which is a risky way to run a railroad, to say the least. But it has meant that those researchers, often early in their careers, have been able to turn to Zooniverse for help without reservation, and I think we’ve had better results – and more fun – as a consequence. 

There have been so many great moments over the last ten years, but just for a bit of fun here are my top 3 favourites:

  1. First hearing the Solar Stormwatch results were good – realising the method doesn’t just work for Galaxy Zoo.
  2. Climbing up a hill in the Antarctic to retrieve Penguin Watch data.
  3. The morning where we thought Higgs Hunters volunteers had discovered something truly remarkable (sadly it turned out they hadn’t).

So here’s to ten years of the Zooniverse. At any point in the last decade, I’d have been wrong if I’d tried to predict what the next few years would bring. I’m looking forward to more adventures and surprises in our second decade!

Chris

PS I can’t possibly list all of the people who were instrumental in building and guiding the project over the years, but I hope the team will forgive me for mentioning Arfon Smith, my co-founder and the technical genius behind the Zooniverse’s first few years, Lucy Fortson, whose wisdom we’ve relied on from the start, and Lauras Whyte and Trouille who have in turn led the Adler team in Chicago through this mad decade. Special thanks too to the volunteers – all of you – but especially Elisabeth Baeten, Jules Wilkinson, and PMason, whose spirit and generosity is a constant source of wonder and inspiration. 

Panoptes CLI 1.1 now available

I recently released version 1.1 of the Panoptes CLI – the command-line interface for managing Zooniverse projects. This update includes some exciting new features. Here are the highlights.

You can install the update by running pip install -U panoptescli. Any bugs or issues should be raised via GitHub. See the changelog for the full list of changes.

Resuming failed subject uploads

This one adds what is probably the CLI’s most requested feature: the ability to resume a failed upload from where it left off, without duplicating subjects or requiring manual changes to the manifest. I hope this will be a huge help to researchers, especially when uploading large manifests.

If the upload fails for any reason – whether that’s an issue with our systems, a problem with your internet connection, a bug in the CLI itself, or if you just decide to stop the upload by pressing ctl-c – the CLI will detect that there was a problem and will ask you if you want to be able to resume the upload later. If you say yes, it will then save a new manifest in YAML format containing the remaining upload queue along with all of the upload’s command line options. Then to resume, you just start a new upload with the YAML manifest instead of the original CSV.

Multithreaded subject uploads

Uploading new subjects can often take a long time. The total upload time depends not only on your internet connection speed, but also on the time it takes for the CLI to talk to the Panoptes API. Creating a new subject typically requires the CLI to make two HTTP requests: one to create the subject and one to upload the subject’s media (the image, or video, or whatever). If the subject has multiple images then that only increases the number of requests. Plus subjects need to be linked to the subject set; this happens in batches, but it can still add up to a lot of requests for large uploads. If you’re uploading 10,000 subjects for example, that means the CLI has to make a minimum of 20,000 requests (probably more), and each of those requests includes some overhead where the CLI is waiting for the server to respond, which is all basically wasted time.

Luckily the Panoptes CLI 1.1 gets around that, by taking advantage of the multithreading features of the Panoptes Client for Python which were released earlier this year. Now, those 20,000 requests will happen five at a time, so for example three of them can be sending data while two of them are waiting for the server, meaning your internet connection is fully utilised the whole time and no time is wasted. In my testing, this substantially sped up subject uploads, potentially saving hours of your time.

Adding and removing lists of subjects to and from subject sets

Often project owners need to add large numbers of existing subjects to a new set, or remove subjects from their current set. It was possible to do this with the previous version of the CLI by passing subject IDs on the command-line, but it was often difficult to modify large numbers of subjects this way (it was possible with xargs on Linux and macOS, but this isn’t the most intuitive way to do it).

Now, there’s a new option to pass a list of IDs in a text file rather than having to specify IDs on the command-line. (The old way is still there too if you prefer to do it that way!) Just produce a text file containing the relevant subject IDs, one per line. If you already have the subject information in a spreadsheet, exporting a CSV file with just the subject ID column will produce the right file (just make sure it only contains the one column).

For example, if you have a file called subject_ids.csv containing the following:

1234
5678
9012

You can run:

panoptes subject-set add-subjects -f subject_ids.csv 1357

to add subjects 1234, 5678, and 9012 to subject set 1357.

 

Edited 29 November 2019: Fixed typo in pip command for upgrade.

ESA Image of the Week created by Zooniverse volunteer


Main-belt asteroid 2001 SE101 passing in front of the Crab Nebula (M1). The streak appears curved due to Hubble’s orbital motion around the Earth. Credit: ESA/Hubble & NASA, M. Thévenot (@AstroMelina); CC BY 4.0

Last week, the European Space Agency released the above Image of the Week from the Hubble Asteroid Hunter project. It shows an asteroid passing in front of the Crab Nebula, M1, an image found in the ESA HST archives by citizen scientist Melina Thevenot, who created a colour image of it. 

Hubble Asteroid Hunter was created using our Zooniverse Panoptes platform by a team of researchers from the European Space Agency, and launched on International Asteroid Day (30 June 2019) with the aim of identifying serendipitous observations of asteroids in archival Hubble data. Over the almost three decades of observations, HST provided a vast wealth of images that are available in the archives. Many of these images targeting far away galaxies or clusters contain photobombing asteroids, passing in front of the intended targets (for example asteroids passing in front of Abell 370 cluster in the Hubble Frontier Fields – https://hubblesite.org/contents/media/images/2017/33/4082-Image.html?keyword=Asteroids) . Rather than being a nuisance, astronomers realised that the images can be used to better characterise the asteroids themselves and determine their orbits. 

A pipeline was set up in ESA’s discovery portal (ESA Sky – https://sky.esa.int/) that matches the asteroids’ predicted positions in both time and space from the IAU Minor Planet Center database with the European HST archival images. The predicted positions of these objects, nevertheless, have some uncertainties as the ephemerides are not always known to great precision. This is a great opportunity for citizen scientists to inspect Hubble images and mark the positions of the trails. Knowing the exact positions of the trails allows researchers to update the ephemerides of the asteroids, and better characterise their orbits. This is important, especially for Near-Earth Objects, which can be potentially hazardous for the Earth. 

So far, over 1900 citizen scientists participated in the project, providing over 300,000 classifications. The project was extended with images from the ecliptic plane to search for potentially unknown asteroids, and with other longer exposure archival images to search for possible past interstellar visitors, such as 2I/Borisov. The volunteers have the chance of exploring beautiful Hubble images of galaxies, clusters and  gravitational lenses with these new images! 

Happy asteroid hunting on www.asteroidhunter.org

UKRI Citizen Science Exploration Grants

UK Research and Innovation have announced a scheme to support citizen science projects, focused especially on new and innovative uses. It seems like an excellent opportunity to experiment, or to work on designing a new project and we hope it persuades many more people to take the plunge and start using citizen science approaches in their research. More details at https://www.ukri.org/funding/funding-opportunities/citizen-science-exploration.

We at Zooniverse would be keen to help any UK-based researchers thinking of applying for such a grant – if you’re interested, or would like to discuss how you might use the Zooniverse platform, contact Grant Miller : grant@zooniverse.org

Who’s who in the Zoo – Adam Taylor

In the this edition of our Who’s who in the Zoo series, meet Adam Taylor, Professor in Anatomy at Lancaster University, and lead of the ‘Where are my body organs?‘ project. 

– Helen

 


Adam Taylor Profile - Adam Taylor

Project: ‘Where are my body organs?’

Researcher: Adam Taylor, Professor in Anatomy

Location: Lancaster University, England, UK

 

 

What are your main research interests?

Anatomy, Human Body, Public Engagement, Medical Education

 

Who else is in your project team? What are their roles?

Dr Quenton Wessels, Senior Lecturer in Anatomy. Professor Peter Diggle, Distinguished Professor of Statistics.

 

How do Zooniverse volunteers contribute to your research? 

We asked volunteers to add numerous structures to the outline of the body, so that we could analyse what they know and use this to inform how we educate medical professionals and design public health campaigns. We asked for some demographic information to help us understand if there are certain things that make individuals more or less knowledgeable about the body.

 

What have been the biggest challenges in setting up your project?

The biggest challenge setting up our project was making sure we were getting the best utilisation of volunteers time by asking them to perform tasks that were going to give us the most valuable data set to analyse. It would have been easy to ask vast numbers of things but being selective about the things that would be most useful to everyone involved going forwards. One of the most unexpected challenges was the initial response we got, originally planning for approximately 20,000 responses which we surpassed in the first few hours. This was a welcome unexpected challenge as it meant we had to think about how to much more data we could analyse and utilise in our project.

 

What discoveries, and other outputs, has your project led to so far?

At the launch of the project we received global media coverage which helped bolster our participant numbers. We are incredibly grateful for this. We had a number of local radio interviews. We have just begun analysing the data points and demographics, which has given us over 4.5 million data points to look at.

 

Once you’ve finished collecting data, what research questions do you hope to be able to answer?

We are hoping to answer what organs and structures the public know about. This should help us to educate medical and allied health professionals about organs that the public are less aware about, enabling clearer education about the health or pathology of that structure. We will be able to give indication of association of knowledge of structures with demographic information. We also hope to be able to inform public health campaigns around each of the structures in the study and design appropriate materials to help understanding.

 

What’s in store for your project in the future?

We hope to publish multiple papers and already have multiple ideas for follow-on projects.

 

What are your favourite other citizen research projects and why?

Anything relating to wildlife.

 

What guidance would you give to other researchers considering creating a citizen research project?

Get involved as a citizen scientist before creating, it is important to look at it from a participant perspective before designing.

 

And finally, when not at work, where are we most likely to find you?

With family, doing some form of contact sport or something aviation related.