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A lasting impact of the COVID-19 global pandemic likely is the permanent inclusion of online learning in K–12. The rapid move to online learning left many teachers, parents, and students pining for in-person learning and highlighted major gaps in the online resources necessary for fully remote K–12 learning. But it also underscored considerable strengths of online formats for flexible learning and instruction—particularly as district capacities expanded and familiarity with online instruction increased. Many administrators now envision a permanent end to unplanned school closures (goodbye, snow days!) and long-term support for (at least intermittent) online learning. But what does continued online instruction mean for science learning, where hands-on learning is central to students’ developing skills and knowledge? Science educators implementing online instruction have faced myriad challenges, including providing effective feedback and guidance while students engaged in more independent work. We greatly respect and admire the passion and dedication that science teachers have invested in finding creative ways to implement science inquiry during online pandemic instruction. As we move beyond “emergency” remote instruction and build on shared experiences with online science teaching, it is an ideal time to rethink science inquiry online and to collectively pursue new approaches to authentic science instruction with online resources. 

Abstract Museums are local‐to‐global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums, with specific emphasis on visual media as a key resource to achieve these outcomes. Using digitized collections to broaden learning opportunities and support a wide range of users will require museum leaders to engage in strategic digitization efforts—supplementing research images, making conscious decisions about meeting educational needs when setting digitization policies, and investing in meaningful outreach with digitized collections. Educational opportunities are contextualized with brief case studies of authentic investigations for middle school learners using digitized objects from a natural history museum. Three lessons learned during development and evaluation are described and implications for museum leaders are discussed. 

ABSTRACT The Pleistocene ungulate communities from the western coastal plains of South Africa's Cape Floristic Region (CFR) are diverse and dominated by grazers, in contrast to the region's Holocene and historical faunas, which are relatively species‐poor and dominated by small‐bodied browsers and mixed feeders. An expansion of grassy habitats is clearly implied by the Pleistocene faunas, but the presence of ruminant grazers that cannot survive the summer dry season typical of the region today suggests other important paleoecological changes. Here we use dental ecometrics to explore the paleoecological implications of the region's Pleistocene faunas. We show that the dental traits (hypsodonty and occlusal topography) of the ungulates that occurred historically in the CFR track annual and summer aridity, and we use these relationships to reconstruct past aridity. Our results indicate that the Pleistocene faunas signal paleoenvironments that were on average less arid than today, including during the summer, consistent with other lines of evidence that suggest a higher water table and expansion of well‐watered habitats. Greater water availability can be explained by lower temperature and reduced evapotranspiration during cooler phases of the Pleistocene, probably coupled with enhanced groundwater recharge due to increased winter precipitation.