Mobile computing in ecology is a new and exciting area for exploration and development. We carry with us small powerful computers that connect us to each other, the internet, and with the many sensors available on mobile devices, to our environment. This new way of computing challenges us to create novel uses for mobile technology in ecology. Ecology students can participate in app development and in the process learn a variety of skills. App development is problem-based learning and deeply engages students as they create, for example, a game to demonstrate ecology principles. It teaches basic programming skills and empowers students to become creators of relevant technology. App development also teaches a different way to approach problem solving through a process called computational thinking (CT). CT requires the developer to breakdown large problems, to understand all the variables involved in the problem, and devise solutions. Using a blocks-based programming language such as MIT App Inventor, instructors and students can engage in relatively easy to learn rapid app development. Ecology app development can be integrated into lab curricula, can be used as a research project, or taught in a single day-long event known as the hackathon.
Results/Conclusions
New programmers, ecologists and students alike, have created novel apps ranging from ecology games to data collection and analysis tools to interactive eguides, etc. Through hackathons, participants created useable apps in a relatively short period of time, although app complexity can be limited. This is not surprising given the involvement of participants with minimal experience and the length of the event. Participants with some programming experience (R), typically developed more complicated apps. Ecology laboratory students through a semester long project created more complex apps and in the process learned basic programming and computational thinking skills. Some student teams had difficulty understanding the complexity of their projects and struggled. Instructors may need to restrict project scope and size in order to prevent overreaching. What has been powerfully demonstrated through these app development pedagogical methods is the deep level of engagement participants experience while trying to make their device “do a thing.” When ecologists and students transition from consumers of technology to creators of technology relevant field specific apps are created, problem solving skills are developed, and a sense of empowerment is cultivated.