The digitization of science has changed the general usage of lab and field equipment. Resulting in an increasing amount of data even from short field campaigns overwhelming already scientists and graduating students in their daily routines. The use of all collected data and making the best out of this resource resulted in new demands and obligations for future scientists and todays teachers.
Universities must decide how and when to incorporate topics such as data management in disciplinary classes, bridging cross disciplinary demands later in the curriculum. Methodological classes should include digital methods regarding data management besides the disciplinary methods.

Biological undergraduate classes for example create biodiversity data which can become due to the annual repetition a time series and resource for scientific studies and thesis projects. Same applies to hydrology samplings in annual repeated classes. The sustainable data capturing and its reuse requires quality assurance by the teachers along the class is progressing. This task can be integrated in data pipelines leading direct class feedback and more research oriented teaching and discussion culture in the class room.

Established data pipelines for creating new teaching material and usage of data is one step closer to the interactive experiences and research oriented teaching in digital e-learning platforms and outreach to new audiences. These digital platforms and related technologies offer access to copious real-time analytical data on knowledge and behaviors that can enable assessment and research studies to better understand diverse populations of users. This session brings together presenters to share best practices and lessons learned related to teaching data management and outreach through digital platforms.