The era of ‘big data’ promises to provide new hydrologic insights, and open web‐based platforms are being developed and adopted by the hydrologic science community to harness these datasets and data services. This shift accompanies advances in hydrology education and the growth of web‐based hydrology learning modules, but their capacity to utilize emerging open platforms and data services to enhance student learning through data‐driven activities remains largely untapped. Given that generic equations may not easily translate into local or regional solutions, teaching students to explore how well models or equations work in particular settings or to answer specific problems using real data is essential. This article introduces an open web‐based module developed to advance data‐driven hydrologic process learning, targeting upper level undergraduate and early graduate students in hydrology and engineering. The module was developed and deployed on the HydroLearn open educational platform, which provides a formal pedagogical structure for developing effective problem‐based learning activities. We found that data‐driven learning activities utilizing collaborative open web platforms like CUAHSI HydroShare and JupyterHub to store and run computational notebooks allowed students to access and work with datasets for systems of personal interest and promoted critical evaluation of results and assumptions. Initial student feedback was generally positive, but also highlighted challenges including trouble‐shooting and future‐proofing difficulties and some resistance to programming and new software. Opportunities to further enhance hydrology learning include better articulating the benefits of coding and open web platforms upfront, incorporating additional user‐support tools, and focusing methods and questions on implementing and adapting notebooks to explore fundamental processes rather than tools and syntax. The profound shift in the field of hydrology toward big data, open data services and reproducible research practices requires hydrology instructors to rethink traditional content delivery and focus instruction on harnessing these datasets and practices in the preparation of future hydrologists and engineers.
Abstract. Recently, deep learning (DL) has emerged as a revolutionary andversatile tool transforming industry applications and generating new andimproved capabilities for scientific discovery and model building. Theadoption of DL in hydrology has so far been gradual, but the field is nowripe for breakthroughs. This paper suggests that DL-based methods can open up acomplementary avenue toward knowledge discovery in hydrologic sciences. Inthe new avenue, machine-learning algorithms present competing hypotheses thatare consistent with data. Interrogative methods are then invoked to interpretDL models for scientists to further evaluate. However, hydrology presentsmany challenges for DL methods, such as data limitations, heterogeneityand co-evolution, and the general inexperience of the hydrologic field withDL. The roadmap toward DL-powered scientific advances will require thecoordinated effort from a large community involving scientists and citizens.Integrating process-based models with DL models will help alleviate datalimitations. The sharing of data and baseline models will improve theefficiency of the community as a whole. Open competitions could serve as theorganizing events to greatly propel growth and nurture data science educationin hydrology, which demands a grassroots collaboration. The area ofhydrologic DL presents numerous research opportunities that could, in turn,stimulate advances in machine learning as well.
more » « less- Award ID(s):
- 1832294
- PAR ID:
- 10086784
- Date Published:
- Journal Name:
- Hydrology and Earth System Sciences
- Volume:
- 22
- Issue:
- 11
- ISSN:
- 1607-7938
- Page Range / eLocation ID:
- 5639 to 5656
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.5194/hess-22-5639-2018
